BRM RESEARCH PAPER final

pg. 1
TERM PAPER REPORT
On
TRAINING NEED ANALYSIS
IN NCR REGION
Department of Management, Faculty of Social Sciences,
Dayalbagh Educational Institute (Deemed University),
Dayalbagh, Agra-282110
Submitted By:-
Mona
147631 (MBA 2nd
SEM)
Submitted To:-
Purnima Bhatnagar
Department of Management

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Acknowledgement
I would like to take this opportunity to express my sincere gratitude to my respected
mentor PURNIMA BHATNAGAR, for her valuable guidance. I extend my sincere thanks
to my Parents, friends and DAYALBAGH EDUCATIONAL INSTITUTE for being source
of inspiration and for their constant support in the design, implementation and evaluation
of the report. Their constructive criticism and invaluable suggestion have benefitted me a
lot while developing the report. They have been very cooperative throughout this project
work. Through this column, it would be my utmost pleasure to express warm thanks to
them for encouragement and consent without which I might not be able to accomplish this
project. I also express my gratitude to DAYALBAGH EDUCATIONAL INSTITUTE for
providing me the infrastructure to carry out the project and to all other concerned persons
who were directly and indirectly instrument in enabling me to stay committed for this
project.

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Table of content
Contents
1. Acknowledge …………………………………………….
2. Executive summary……………………………………….
3. Introduction of training need analysis………………
4. Purpose of training need analysis in organisation….....
5. Objectives of the study …………………………………………………….
6. Training Methods…………………………………………………………………..
7. Research methodology…………………………………………………………………….
8. Data analysis…………………………………………………………………………………………
9. Limitations……………………………………………………………………………………………….
10. Conclusion……………………………………………………………………………………………………
11. Bibliography…………………………………………………………………………………………………….

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Executive summary
There is an increasing interest in training in the world in general to improve the performance of
employee to achieve the desired level of effectiveness and to remain successful.
In most of organization training is not conducted in a professional manner, in terms of TNA,
nominating the trainees, implementing the programmes and evaluating the programmes.
Training Needs Analysis (TNA) is often considered the most important step among the steps in
the training cycle and therefore, should precede any training intervention. However, in spite of
needs assessment’s important role, the literature contains little empirical work on the topic.
Thus, this study seeks to understand the role of existing training needs analysis process in
organization. And the factors that affect the process to identify the needs and the impact of this on
improving organizational performance.

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INTRODUCTION
The significance and value of training has long been recognized. Given today’s business climate
and the exponential growth in technology with its effect on the economy and society at large, the
need for training is more pronounced than ever.
Therefore, organizations’ need to consider some important issues as they face the future:
continuous technological change; the increasing removal of trade barriers; the consequent
globalization; the volatility of customer demand within existing markets. These continuous
changes have challenged organizations to learn how to manage their businesses in the context of
these continuous unpredictable changes, to learn how to confront these changes quickly and
successfully. It is argued that, in order for an organization to achieve its objectives and goals, it
needs to consider the important role of its people; it needs a highly competent, skilled and trained
workforce. The need to compete from the inside out has made organizations’ aim to increase the
power of their people-related processes to build and sustain competitive advantage as the ultimate
organizational objective; thus, outperforming competitors.
What is Training?
Training needs analysis identifies training needs at employee, departmental or organisational level
in order to help the organisation to perform effectively. The aim of training needs analysis is to
ensure that training addresses existing problems, is tailored to organisational objectives, and is
delivered in an effective and cost-efficient manner.
The simplest definition of the training in the traditional training theory is “the acquisition of
knowledge and skills for presently know tasks” also, define training as following: “Training serves
to help increase upward mobility within the organization, to adjust workers to the technological
changes affecting the workplace, and often simply to introduce people to the world of work at the
entry level”.
Therefore, training is an important activity within an organization and it aimed at effecting
positive changes in the trainees in terms of their knowledge, skills and attitudes, making the level
of performance better. In other words, training is a planned and continuous process designed to
meet the training needs of present and future of an individual through increasing knowledge and
improving skills, which improves employees’ performance and increase productivity at work.
Training is responsible for building skilled, qualified and capable people, which helps
organizations to improve their performance and adapt to any new change. This is why some
successful organizations spend a great deal on the Training and Development function; however,
organizations often train more employees than necessary, or the training investment is "wasted"
on the wrong employees. In USA, an estimated $50 billion is spent annually on formal training,
with an additional $90 to $120 billion in less-structure, informal training. Therefore, scholars
generally recognized that the first important phase in planning and developing a training
programme is to determine the needs for such a programme within an organization. Furthermore,

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the idea behind training needs analysis is that only when there is a match between training needs
and the content of training, beneficial outcomes to organizational performance can be realized.
Definition of training need analysis
One of the clearest explanation of needs assessment is given by Anderson, who writes that the
needs assessment is the starting point in the training process. It is the phase in which an
organization’s needs are identified, forming the foundation of an effective training effort. The
needs assessment tells where and what kind of training programs are needed, who needs to be
included, conditions under which training will occur, and criteria to guide program evaluation.
Therefore, Training needs assessment is an ongoing process of gathering data to determine what
training needs exist so that training can be developed to help the organization accomplish its
objectives. Furthermore, the idea behind training needs analysis is that only when there is a match
between training needs and the content of training, beneficial outcomes to organizational
performance can be realized.
Identification of Training Needs
In general, the identifying training needs step is recognized as one of the most important steps in
training. This first step in training process is primarily conducted to determine where training is
needed, what needs to be taught, and who needs to be trained. Thus, without this step, there can be
no solid prognosis to diagnose if the whole training process was correctly designed.
Advantages
 Resources are targeted at identified priorities.
 TNA will increase organizational ability to plan for and adapt to changes in the
workplace.
 Individuals and teams are helped to perform better, enhancing levels of job satisfaction,
morale and motivation.
 Having a TNA process in place enhances the organization’s progress towards Investors in
People, as TNA is one of the key standards.
 It is a natural function of an appraisal system, where discussions take place on what skills
need to be improved, and how.
 It provides a constructive base for improving performance.

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Disadvantage
There are no disadvantages to the process, but it does require:-
 Time and energy to plan the analysis systematically, and to analyse the results.
 Coordination of the results between different managers, to ensure that an organisational
plan reflects the priorities across the whole company, allowing for economies of scale
and avoiding duplication in different departments.
 The full involvement of, and discussion with, potential trainees, rather than the subjective
evaluation of their managers.
Review of literature
(Boydell and Leary 1996, Reid and Barrington 1999)
Training needs analysis is considered to be the foundation of all training activities. In order
to deliver appropriate, effective training which meets the needs of individuals and the
organisation and represents value for money a training needs analysis is essential.
(Wills 1998, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995,
Bartram and Gibson 1997, 1999, Reay 1994).
There is general agreement in the literature that a training needs analysis is a best practice
first step in the systematic approach to training.
Bartram and Gibson (1999:107)
The systematic approach is described slightly differently by different authors, with varying
stages and elements but there are a number of core features to the approach. The
systematic approach is one which involves considering the linkages between the parts of
the training process. There is an assumption that training must be planned in a cyclical or
procession manner and that this approach will lead to high quality, planned training state
that a “systematic approach to identifying training needs ensures that people are offered
opportunities to learn which are efficient and effective”.
(CLMS M2 U6, Wills 1998)
While the structure of the systematic approach has a certain appeal in that there is a
structured and logical step by step process to follow, there is a danger that all energy could
be focussed on the system and the relationship of the various elements within it to the
detriment of the original purpose, namely to provide the necessary training to the
organisations employees to enable them to work in the most optimal manner.
Herbert and Doverspike (1990)
Noted the large amount of training needs analysis literature and the significant degree of
overlap in the descriptive and prescriptive literature. The term training need as out-lined in

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the various texts inevitably comes back to the assumption that there is a set of knowledge,
skills and attitudes required for a job and that training needs analysis should identify what
they are, assess the current level of knowledge, skills and attitudes and that the resulting
gap is therefore the training need.
Chiu et al., (1997)
Chiu et al., (1997) conducted a literature review and analysis on training needs
analysis. They found that the literature is dominated by supply led initiators of training
needs analysis, such as trainers and academics. They also note that the literature is
full of recommendations for how to conduct a training needs analysis. Further, they
note that the methods used are generic in nature, for example, interviews, surveys
and that these methods may not be able to meet the newer demands on training needs
analysis to integrate with corporate strategy and focus on future needs. Of the few
studies which have introduced new methods they cite Anderson’s (1994) action
research approach. They note that there are no empirical studies to validate methods.
McGehee and Thayer
McGehee and Thayer (1961) are widely acknowledged as the seminal text on training
needs analysis and are quoted in much of the literature. They outlined the analysis of
training need at the level of the organisation, group and individual and these levels continue
to form the foundation of most approaches.
(Noble, 1997)
A comparative study looking at the management of training in multinational corporations
found that the majority use performance appraisal as the methodology to identify training
needs.
Reid and Barrington
Reid and Barrington (1999) make the point that Human Resource Development (HRD)
should be an essential strategic element in how an organisation achieves its goals and
objectives. The need to link training needs analysis fully to organisational goals and
objectives is highlighted by many authors.
Hayton
Hayton (1990) cites problems with traditional methods of training needs analysis including
those mentioned above and also states that non-training solutions tend to be ignored and
the process tends not to involve consultation with employees and is usually management
driven and focused. Hayton (1990) discusses the need for skills audit to be linked with an
organisations broader change strategy. Key recommendations he makes include involving
employees in the process and linking skills audit to the company strategy. He also
highlights the need for a simple approach which can be understood by employees’ unions

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and management. He recognises the potential for industrial relations issues with skills
audits.
Gray et al., (1997)
Gray et al., (1997) in a study of public health care found that in many organisations needs
were identified by senior management and commented that this is problematic as managers
are a step removed from day to day operations and may not have the most accurate picture
of the actual requirements.
Matthews et al., (2001)
Surveyed organisations around competency assessment requirements for ISO and found
that training needs analysis was very management driven. They found training needs
analysis dominated by senior management decisions and supervisors opinions. The most
commonly used formal approach was the skills inventory.
Anderson (1994:24)
Anderson (1994:24) states that training is often based on wants rather than needs and can
occur on an ad hoc basis which is not integrated with wider organisational goals and
objectives. “General surveys of large populations are costly, time consuming and
frequently meaningless”.
Herbert and Doverspike
Herbert and Doverspike (1990:268) raised issues around using appraisal data as part of
training needs analysis and conclude that the use of this data may not achieve the intended
goals.
Wills (1998)
Wills (1998) discusses the need to meet both the needs of the individual and the
organisation and suggests that corporate policies and strategies are the starting point for the
analysis of both in order to align training and organisational direction. He also discusses
the need for clarity around corporate mission, vision and strategy and the importance of
senior management support.
Research by Hussey (CLMS 1999)
Research by Hussey (CLMS 1999) looking at the use of education and training as a
strategic driver found that only a third of firms surveyed linked the aims of their
management development programmes to the achievement of organisational goals. The

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majority of firms identified needs through appraisals alone thus there was no explicit
connection to the overall direction of the organisations strategy or goals. Hussey argued
that if training was strategic the focus of training would change as strategic focus changed,
however he found that training plans tended to be very stable thus indicating a lack of
connectivity with strategic direction. Hussey recommended the closer integration of
training with business strategy (CLMS 1999).
Research by Leicester 1988 (CLMS M2 U6)
Research by Leicester 1988 (CLMS M2 U6) identified a key link between employee
development and corporate strategy and found that the key variable was the quality of
human resource management (HRM). As the quality of HRM increased so did the link
between staff development and corporate success. Leicester suggested that there
may be three elements to achieving the integration of employee development and
corporate strategy. One element is to have a performance appraisal system where
objectives come from organisational objectives; mechanisms need to be in place to
allow for employee self-development and finally achieving a balance between training
to meet organisational goals and training to meet individual need. Further, Leicester’s
research suggested that employees were likely to be more adaptable where
opportunities for self-development are provided and it is given a relatively high priority
(CLMS M2 U6).
Ferdinand (1988)
Ferdinand (1988) in looking at management training needs analysis focussed on specific
management groups and organisational challenges, outlining approaches that may fit the
different management groups and organisational scenarios. He highlights that without
due consideration to the context in which the training needs analysis is being conducted
the form of the process and the outcomes from it may not be acceptable to the
organisation or the key stakeholders.
Purpose of training need analysis in organization
It can be valuable exercise in itself for staff in the organization to step back from their day-to-day
concerns and review their current and likely future operations. This is equally true for training staff
involved in the analysis. Training needs analysis (TNA) can be seen as a health check on the skills,
talent and capabilities of the organization. It is the systematic gathering of data to find out where
there are gaps in the existing skills, knowledge and attitudes of employees. It involves collecting
data about existing employees' capabilities and the organizational demands for skills and the
analysis of the implications for changes in capability of new and changed roles. It should always
flow from the business strategy and its aim is the production of a plan allowing the organization
to ensure there is sufficient capability to sustain business performance.

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To identify areas of particular strength or weakness in the organization. To develop plan to build
on strength and reduce weaknesses i.e. improve performance. To develop plan to build on strength
and reduce weaknesses i.e. improve performance. To enable priorities for action to be established
To plan the most effective development of limited resources, for instance, to ensure cost
effectiveness and value for money. To justify investment in training by showing how training will
contribute to achieving corporate objectives.
To provide a basis for integrating training into the business by getting line management
involvement and commitment.
Careful training needs analysis is very important because:
 Organizational performance depends on the right quality and quantity of human
capital.
 Learning opportunities enables staff to achieve personal and career goals and
increase employee engagement.
 An effective retention well planned training is strategy.
 If an initial assessment is made based on organizational needs and strategy, then
it is likely that cost effective learning provision will result.
Training Needs Analysis will need to answer:-
 What skills need imparting?
 Who needs the training?
 Why do people need the training?
 Where the training may be conducted
 When will they need the new skills?
Aim and Objectives of the study
The main aim of this research is to examine the management of training needs analysis in order to
identify the different barriers of doing an effective TNA process. Therefore, this study is
specifically concerned with achieving the following research objectives:

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 To understand employee perception about:
1. Whether they are provided with correct method of training.
2. The areas where they should be given additional training programme.
3. Number of times training should be provided in a year.
Scope of the study
The scope of this study is limited to identifying the training needs in the organization. Thus various
officials from top to bottom, policy makers, academics and experts in this area are included within
the scope of the study. The scope of the study further extended to suggest recommendations for
the policy makers to implement the training needs analysis models in identifying training needs in
the organization.
Training Methods
Most training takes place on the job. This can be attributed to the simplicity of such methods and
their usually lower cost. However, on-the-job training can disrupt 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 place outside the work setting.
On-the Job Training
Popular on-the-job training methods include job rotation and understudy assignments. Job rotation
involves lateral transfers that enable employees to work at different jobs. Both job rotation and
understudy assignments apply to the learning of technical skills. Interpersonal and problem-
solving skills are acquired more effectively by training that takes place off the job.
Off-the-Job Training
There is a number of off-the-Job training methods that managers may want to make available to
employees. The more popular are classroom lectures, films, and simulation exercises. Classroom
lectures are well suited for conveying specific information. They can be used effectively for
developing technical and problem-solving skills. Films can also be used to explicitly demonstrate
technical skills. Interpersonal and problem-solving skills may be best learned through simulation
exercises. However, complex computer models, such as those used by airlines in the training 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.
Type of research:
This project is based on exploratory as well as descriptive study.

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Data Collection
To fulfil the information need of the study, the data is collected from primary as well as secondary
sources-
A -Primary source
Primary data collection method is selected because this study nature does not permit to apply observational
method.
In survey approach, a questionnaire method is selected for taking a customer view because it is feasible
from the point of view of our subject & survey purpose. I have conducted 100 sample of survey in my
project to judge the satisfaction level of employees.
B - Secondary source
Secondary data is taken from such as:
• Information collected from customers.
• Reports of various study group or working groups appointed by Government from time to time.
SAMPLE TECHNIQUE
The sample was selected using a Judgmental sampling and random sampling.
SAMPLE SIZE
For the questionnaire I have taken the sample size of 100.

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Data analysis
Interpretation: 67% of employee received the training in their current
job and 33% employee do not received the training in their current job.

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Interpretation: 60% of employee feel training is needed to perform their current
role and 36% of employee do not feel the training need and 3% says they never feel
the need of training.
Interpretation: In an organisation 67% employee feel dependency on their senior
and 28% do not feel dependency and the 2% never feel dependency on their senior
and 3% employee gave the other reason.

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Interpretation: 73% of employee feel future training and professional
development needs exist in their organisation and 27% of employee say
no future training and development needs exist in their organisation.
Interpretation: In NCR region 55% of employee say in their organisation
have a dedicated training cell and 44 % say no they don’t have and 1%
gave the other reason.

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Interpretation: 62% of top management of different companies are
ready to pay for outside trainees on the other hand 38% are not willing to
pay.
INTERPRETATION: As per the data came across me from employees 10% are
willing to join addition training programme specially on presentation skills and 14%,

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20%, 45%, 8% are looking for workplace ethics, conflict management,
organisational skills and other respectively.
Interpretation: When the question arrived to employees that whether training
should be provided in your organization or not 46% told it should be monthly basis
18% told on every 6 months, 19% told annually and 11% told that they do not require
any training.

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Interpretation: 57% of employee feel that their companies providing
correct method of training and 39% of employee say their companies not
providing correct method of training.
Interpretation: 56% of the employee say on the job training is required
and other 5% required off the job training method.

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Limitations
This study also includes some limitations which have been discussed as follows:
 To access such a large number of working people were difficult because of non-cooperative
attitude of respondents.
 Lack of data was also the other limitation of the study.
 There was limitation of time to conduct such a big survey in limited available time.
 Ignorance and reluctant attitude of customers was also a major limitation in this study.
Thus above all were the limitations in this research study. The maximum efforts were made to
overcome these limitations in the study.
Conclusion
In conclusion, if employees are to remain productive, career development and training programs
need to be available
Even when training is the best possible intervention method, there is need to assess the type of
training required and then see if the training material is practical. For training to work
effectively, the performance problem must be identified and analyzed. Then needs assessment
must be conducted to determine if training is the best approach to solve the problem. Training
materials must also be developed (building stage), and implemented (delivering stage).
Finally, there is need to evaluate the training. Here, feedback has to be collected from
participants on whether they learned, and follow- up should be made to their work place to see if
they are applying the knowledge and skills learned.

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Questionnaire
Dear sir/madam
I am MONA doing MBA from DAYALBAGH EDUCATION INSTITUTE. I
am preparing a project on TRAINING NEED ANALYSIS .for this I have
designed a questionnaire to know your views or satisfaction and requirements
of training in your working career. Please fill the given as per your thinking
and experiences with this. I will be thankful to you for this.
OBJECTIVE OF THE STUDY
 To understand employee perception about:
1. Whether they are provided with correct method of training.
2. The areas where they should be given additional training programme.
3. Number of times training should be provided in a year.
Q1. Have you received any training in your current job?

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(a) Yes
(b) No
(c) If yes (specify)
Q2. Do you feel training is needed to perform your current role?
(a) Yes
(b) No
(c) Never
Q3.Do you feel dependency on your senior?
(a) Yes
(b) No
(c) Never
Q4.Does a process for identifying future training and professional
development needs exist within your organization?
(a) Yes
(b) No
Q5.Does your organization have a dedicated training cell?
(a) Yes
(b)NO
Q6. Would you or your department willing to pay a fee to hire outside
training groups?
(a) Yes
(b) No
Q7. IN What areas listed below would you like to see additional training
programme?

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(a) Presentation skills
(b) Workplace ethics
(c) Conflict management
(d) Organizational skills
Q8. How frequently training should be provided in your organization?
(a) Not at all
(b) Monthly
(c) Every six month
(d) Annually
Q9.Do you feel that your company is providing you with the correct method of
training?
(a) Yes
(b) No
Q10.If No than what are the other method of providing training is required?
(a) On the job training
(b) Off the job training
Name: ___ _______________________________________________
Age: [ ] 20-30 years [ ] 30-40 years [ ] 40-46 years [ ] above 50 years
Income: …………………………………….
Occupation: [ ] Business [ ] Service

pg. 24
Any other (please specify)............................................
Marital status: [ ] Male [ ] Female
Experience: [ ] 1-5 years [ ] 5-10 years [ ] 10-20 years [ ] above 20 years
Sex: [ ] Male [ ] Female
Address: __________________________________________________
Phone No.:__________________________________________________
Email ID: __________________________________________________
REFERENCES
 wikipedia.org/wiki/Training needs analysis
 Gonnan, P., McDonald, B., Glassman, A., Takeuchi, L., & Henry, M., (2003).
Custom needs assessment for strategic HR training: The Los Angels county
experience.
 Public Personnel Management: 32(4), 475-495. Greenberg, J. (1999). Managing
Behavior in Organizations:-Prentice Hall, Upper Saddle River, New Jersey.
 Hale, R., & Whitlam, P. (2000). Powering Up Performance Management. Gower
Publishing Limited.
 Hiam, A. (1992). Closing the Quality Gap: Prentice Hall Professional Publishing.
 Iigen, D., & Pulakose E. (1999). The Changing Nature of Performance.-Jossey-
Bass Publishers.
 http://www.businessdictionary.com/definition/training-needs-analysis.html
 Goldstein, I. (1989). Training & Development in Organizations. Jossey- Bass
Publishers: Sun Francisco.
 William, T. (1 992). Designing Training & Development Systems. AMACOM
Witkin, B. & Altschuld, J. (1 995). Planning and Conducting Needs
Assessments. New Delhi: SAGE Publications.

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