Here are the key points about training needs assessment: - It is a process to identify training needs in an organization to improve employee and organizational performance. - It involves analyzing the gap between current skills/knowledge and required skills to meet organizational goals. - Common indications for training needs include new legislation, poor performance, accidents, non-standardized processes, new technology, products etc. - Approaches include systematic analysis of organizational, operational and individual needs as well as learner-centered approach focusing on job roles. - The TNA framework involves analyzing performance gaps, conducting organizational and operational analysis, person analysis to identify training and non-training needs. - Common methods used are questionnaires, interviews, observations,

1. 1-1
Training - a planned effort by a
company to facilitate employees’ learning
of job-related competencies.
Competencies include knowledge, skills or
behavior critical for successful job
performance.
The goal of training is for employees to
master the competencies and apply them
to their day-to-day activities.
What is Training?

2. What is Training? (cont.)
To use training to gain a competitive
advantage, a company should view
training broadly as a way to create
intellectual capital.
Intellectual capital includes basic skills
(skills needed to perform one’s job),
advanced skills (such as how to use
technology to share information with
other employees), an understanding of
the customer or manufacturing
system, and self-motivated creativity.

3. 1-3
High-leverage training
Is linked to strategic business goals and
objectives.
Uses an instructional design process to ensure
that training is effective.
Compares or benchmarks the company's
training programs against training programs
in other companies.
Creates working conditions that encourage
continuous learning.
What is Training? (cont.)

4. 1-4
Continuous learning - requires
employees to understand the entire work
system, including the relationships
among their jobs, their work units, and
the company.
Employees are expected to acquire new
skills and knowledge, apply them on the
job, and share this information with other
employees.
What is Training? (cont.)

5. 1-5
Managers take an active role in:
Identifying training needs.
Ensuring that employees use training in their
work.
Facilitating the sharing of knowledge, by
using informational maps.
What is Training? (cont.)

6. 1-6
Today, training is being evaluated on how
training addresses business needs related
to learning, behavior change, and
performance improvement.
The emphasis on high-leverage training
has been accompanied by a movement to
link training to performance
improvement.
What is Training? (cont.)

7. Today, training is being evaluated not on the
basis of the number of programs offered and
training activity in the company but on how
training addresses business needs related to
learning, behavior change, and performance
improvement.
 In fact, training is becoming more
performance-focused. That is, training is used
to improve employee performance, which
leads to improved business results.

8. There is a greater emphasis on:
Providing educational opportunities for all
employees.
Performance improvement as an ongoing process
than a one-time training event.
Demonstrating to executives, managers, and
trainees the benefits of training.
Learning as a lifelong event.
Training being used to help attain strategic business
objectives.

9. Evolution of Training’s Role
Create and Share
Knowledge
Learning
Emphasis
Training Event
Performance
Result
Business Need

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Training and Development from a
Change Model Perspective: (1 of 3)
For new training or development practices to be
successfully implemented, they must first be
accepted by managers, upper management, and
employees
For managers and employees, change is not easy
Resistance to new training and development
practices is likely
Training and development should be viewed from
a change model perspective

11. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 13 - 11
Training and Development from a
Change Model Perspective: (2 of 3)
The process of change is based on the interaction
among four components of the organization:
Task
Employees
Formal organization arrangements
Informal organization
Different types of change-related problems occur
depending on the organizational component that
is influenced by the change

12. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 13 - 12
Training and Development from a
Change Model Perspective: (3 of 3)
Four change-related problems need to be
considered for any new training practice:
Resistance to change
Control
Power
Task redefinition

13. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 13 - 13
A Change Model
Components of
the organization
Change-related
problems
Resistance
to Change
Loss of
Control
Formal
Organizational
Arrangements
Power
Imbalance
Task
Redefinition
Challenges
Individual
Task
Informal
Organization

14. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 14
Organizational Characteristics That
Influence Training
Roles of Employees and
Managers
Top Management Support
Integration of Business
Units
Global Presence
Business Conditions
Other HRM Practices
Extent of Unionization
Staff Involvement in
Training and
Development

15. Systematic model of training

16. Transitional model

17. Transitional model

18. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 18
2
Chapter
Strategic Training

19. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 19
Introduction: Business Strategy
A plan that integrates the company’s goals,
policies, and actions
The strategy influences how the company uses:
physical capital (plants, technology, and equipment)
financial capital (assets and cash reserves)
human capital (employees)
The business strategy helps direct the company’s
activities to reach specific goals

20. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 20
Strategy impacts training with a strong
influence on determining: (1 of 2)
The amount of training devoted to current or
future job skills
The extent to which training is customized for:
the particular needs of an employee,
or developed based on the needs of a team, unit, or
division
Whether training is restricted to specific groups
of employees or open to all employees

21. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 21
Strategy impacts training with a strong
influence on determining: (2 of 2)
Whether training is:
planned and systematically administered, or
provided only when problems occur, or
spontaneously as a reaction to what competitors are
doing
The importance placed on training compared to
other human resource management practices such
as selection and compensation

22. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 22
The Strategic Training and Development
Process:
Business Strategy
Strategic Training
and Development
Initiatives
Training and
Development
Activities
Metrics that Show
Value of Training
 Diversify the
Learning Portfolio
 Improve Customer
Service
 Accelerate the
Pace of Employee
Learning
 Capture and Share
Knowledge
 Use Web-Based
Training
 Make Development
Planning Mandatory
 Develop Websites for
Knowledge Sharing
 Increase Amount of
Customer Service
Training
 Learning
 Performance
Improvement
 Reduced Customer
Complaints
 Reduced Turnover
 Employee
Satisfaction
 Mission
 Values
 Goals

23. Identify the Company’s Business Strategy
Three factors influence the company’s business
strategy.
First, the company’s mission, vision, values, and
goals help to determine the strategy. These are
usually determined by the top management team.
Second, a SWOT analysis involves an analysis
of the company’s operating environment .
Third, the company has to consider its
competition. That is, how will the company
successfully compete?

24. Identify Strategic Training and Development
Initiatives That Support the Strategy
Strategic Training and
Development Initiatives Implications
Diversify the Learning
Portfolio
Use new technology for training
Facilitate informal learning
Provide more personalized learning opportunities
Expand Who is Trained Train customers, suppliers, and employees
Offer more learning opportunities for non-managerial
employees
Accelerate the Pace of
Employee Learning
Quickly identify needs and provide a high-quality learning
solution
Reduce the time to develop training programs
Facilitate access to learning resources on an as-needed
basis

25. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 25
Strategic Training and Development
Initiatives and their Implications (2 of 4)
Strategic Training and
Development Initiatives Implications
Improve Customer Service Ensure that employees have product and service
knowledge
Ensure that employees have skills needed to interact with
customers
Ensure that employees understand their roles and
decision-making authority
Provide Development
Opportunities and
Communicate to
Employees
Ensure that employees have opportunities to develop
Ensure that employees understand career opportunities
and personal growth opportunities
Ensure that training and development addresses
employees’ needs in current job as well as growth
opportunities

26. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 26
Strategic Training and Development
Initiatives and their Implications (3 of 4)
Strategic Training and
Development Initiatives Implications
Capture and Share
Knowledge
Capture insight and information from knowledgeable
employees
Logically organize and store information
Provide methods to make information available
Align Training and
Development with the
Company’s Strategic
Direction
Identify needed knowledge, skills, abilities, or
competencies
Ensure that current training and development programs
support the company’s strategic needs

27. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 27
Strategic Training and Development
Initiatives and their Implications (4 of 4)
Strategic Training and
Development Initiatives Implications
Ensure That the Work
Environment Supports
Learning and Transfer of
Training
Remove constraints on learning
Dedicate physical space to encourage teamwork,
collaboration, creativity, and knowledge sharing
Ensure that employees understand the importance of
learning
Ensure that managers and peers are supportive of training,
development, and learning

28. Provide Training and Development Activities
Linked to Strategic Training and Development
Initiatives
After a company chooses its strategic training and
development initiatives related to its business
strategy, it then identifies specific t&d activities
that will enable these initiatives to be achieved.
These activities include developing initiatives
related to use of new technology in training,
increasing access to training programs for certain
groups of employees, reducing development time,
and developing new or expanded course
offerings.

29. Identify and Collect Metrics to
Show Training Success
To determine whether t&d activities actually
contribute to the business goals outcome
measures, or metrics are identified and collected
The metrics that are typically used to identify
training success or effectiveness include trainees’
satisfaction with the training program; whether
the trainees’ knowledge, skill, ability, or attitudes
changed as a result of program participation and
whether the program resulted in business-related
outcomes for the company.

30. The balanced scorecard is a means of
performance measurement that provides
managers with a chance to look at the overall
company performance or the performance of
departments or functions (such as training) from
the perspective of internal and external customers,
employees, and shareholders
.The balanced scorecard considers four different
perspectives: customer, internal, innovation and
learning, and financial

31. Metrics and Training: Balanced Scorecard
(2 of 2)
Four different perspectives are considered:
Customer
(time, quality, performance, services, cost)
Internal
(processes that influence customer satisfaction)
Innovation and Learning
(operating efficiency, employee satisfaction, continuous
improvement)
Financial
(profitability, growth, shareholder value)

32. Roles, Competencies, and
Positions of Training Professionals
The most comprehensive study of training
professionals has been conducted by the
American Society for Training and
Development(ASTD)
The top of the model shows the roles that training
and development professionals can take.

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The roles that training and
development professionals can take
Learning strategist
Business partner
Project manager
Professional specialist

34. The learning strategist determines how
workplace learning can be best used to help meet
the company’s business strategy.
The business partner uses business and industry
knowledge to create training that improves
performance.
The project manager plans, obtains, and
monitors the effective delivery of learning and
performance solutions to support the business.
The professional specialist designs, develops,
delivers, and evaluates learning and performance
solutions..

35. The 2004 ASTD Competency Model

36. The second tier of the model includes areas of
expertise, which are the specific technical and
professional skills and knowledge required for
success (e.g., designing learning, delivering
training, etc.).
The foundational competencies include
interpersonal competencies, business and
management competencies, and personal
competencies.

37. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 37
The Roles and Duties of Managers in Companies
That Use High-Performance Work Practices (1 of 3)
Managing Alignment
Clarify team goals and company goals
Help employees manage their objectives
Scan organization environment for useful information
for the team
Encouraging Continuous Learning
Help team identify training needs
Help team become effective at on-the-job training
Create environment that encourages learning

38. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 38
The Roles and Duties of Managers in Companies
That Use High-Performance Work Practices (2 of 3)
Coordinating Activities
Ensure that team is meeting internal and external
customer needs
Ensure that team meets its quantity and quality
objectives
Help team resolve problems with other teams
Ensure uniformity in interpretation of policies and
procedures

39. McGraw-Hill/Irwin © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 2 - 39
The Roles and Duties of Managers in Companies
That Use High-Performance Work Practices (3 of 3)
Facilitating Decision-Making Process
Facilitate team decision making
Help team use effective decision-making processes
Creating and Maintaining Trust
Ensure that each team member is responsible for his
or her work load and customers
Treat all team members with respect
Listen and respond honestly to team ideas

40. Diversity Training

41. Training NeedsAnalysis/ assessment
j 4
1

42. 4
2
TNAmeans….
• ATraining NeedsAnalysis (TNA)is used to assess
an organization’s training needs.
• Theroot of the TNAis the gapanalysis.Thisisan
assessmentof the gapbetween the knowledge,
skills and attitudes that the people in the
organization currently possessand the
knowledge, skills and attitudes that they require
to meet the organization’sobjectives.
• It helps to outline the desired skills and abilities
to be developed in order to improve the
performance of theorganization

43. jinuachan@gmail.com: HR:T&D:TNA 4
3
What is atraining needsassessment?
• It is the processof identifying training needsinan
organization for the purpose of improving
employee job performance.
• Processby which an organizations’ training and
development needs are identified
• Current or future skills gapsofemployees
• Employee preferences for training
• New waysof performing tasks
• Prevention of performanceproblems

44. jinuachan@gmail.com: HR:T&D:TNA 44
Indications for the need of training,
Why training? TheContext of training?
• New Legislation; rules regulations
• Identification of lack of BasicSkills; IT,S/w
• Poor Performance; below standard
• Frequent need for equipmentrepairs
• Accidents, Excessivescrap
• People usedifferent method to do one job,standardization
lacks
• Deadlines are not met
• Bottlenecks in production process
• New Technology;Automation of theprocess
• Customer Requests;service, delivery
• New Products; tech intensified products+services
• Higher Performance Standards;
• New Jobs;Business analytics

45. jinuachan@gmail.com: HR:T&D:TNA 45
Approaches of assessment
Systematic approach:
• Organization: needs asper vision
• Person:Asper development and right person
model
•Task:Knowledge and skill expected in individual
Learner centered approach
Learner asthe center of assessment
Jobresponsibilities and task to carry

46. Systematic TNAnalysis
jinuachan@gmail.com: HR:T&D:TNA 46

47. TNA Framework
Performance
Gap
Organizational
Analysis
Operational
Analysis
Person
Analysis
Identify
performance
discrepancy
and its causes
Training
Needs
Non-Training
Needs
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48. jinuachan@gmail.com: HR:T&D:TNA 48
Methods or Waysof appraisal
1. Performance appraisal data, JobAnalysis
2. Questionnaire, Surveys
3. Observation and work study usingconsultants
4. Outside assessmentcenters
5. Analysis of other data from theworkplace
6. Direct observation
7. Questionnaires, assessments/survey
8. Businessand Production Reports
9. Testor Examination
10.Group Conferences

49. jinuachan@gmail.com: HR:T&D:TNA 49
.. Methods or Waysof appraisal..
11.consultation with persons in keypositions,
and/or with specificknowledge
12.Review of relevant literature
13.focus groups reports
14.Records,HRIS& reportstudies
15.work study samplereport
16.Interviews of employees andManagers/
supervisors

50. jinuachan@gmail.com: HR:T&D:TNA 50
2. OrganizationalAnalysis
Basicconcept for analysis
• Mission& strategiesof an organization
• Resources& their allocation, given theobjectives
– Capital Resources
– Human Resources
• Organizational environment: Internal and external
factors that may be causingproblems
-Micro level and SLEPTanalysis
• Impact of the precedingfactorsof operations
-developing, providing & transferring theKSAa

51. jinuachan@gmail.com: HR:T&D:TNA 51
Organizational needsanalysis
– It includes
 ahuman resource analysis: Expectation of theorg
vision about the humanresources.
 analysis of efficiency indexes: including cost of labor,
quantity of output, quality of output, waste and,
equipment useand repairs canprovide useful
information.
 an assessment of the organizational climate: It
address the organization’s performance in the
“softer” domains that constitute the corporate
culture.

52. jinuachan@gmail.com: HR:T&D:TNA 52
TaskAnalysis
Taskanalysis / job needsanalysis
– It is the process of collecting informationregarding
the job and itssystem
– Taskanalysis explains what must be done to perform
ajob or complete aprocesssuccessfully.
– It understands the task environment (work flow,
ergonomics, etc) to be able tomeet expectations

53. jinuachan@gmail.com: HR:T&D:TNA 53
Stepsin Taskanalysis
• There are four steps involved in taskanalysis:
– Develop alist of task statements for amaintask.
– Develop the list of task clusters, taskdivisions,
process units
– Develop alist of KSAs(Knowledge, skills and
attitude)needed for the taskperformance
– Assessthe importance of taskunits

54. jinuachan@gmail.com: HR:T&D:TNA 54
Taskanalysisquestions
• What tasks are performed?
• How frequently are theyperformed?
• How important is eachtask?
• What knowledge is needed to performthe
task?
• How difficult is eachtask?
• What kinds of training areavailable?

55. jinuachan@gmail.com: HR:T&D:TNA 55
Personneeds analysis
– Aperson needs analysis identifies gapsbetween a
person’s current capabilities and those identified as
necessaryor desirable.
Expected KSA-Present =GAP
– Personneeds analysis canbe either broad or
narrow in scope.
• Thebroader approach: compares actual performance
with the minimum acceptable standards of performance.
• Thenarrower approach: compares an evaluation of
employee proficiency on each required skilldimension
withthe proficiency level required for each skill.

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57. jinuachan@gmail.com: HR:T&D:TNA 57
Proactive and reactive TNA
• Proactive TNAis strategic and carefully planned without a
definite problem asthe focus. It is used to deliver new
techniques or processesto employees, aswell asstrengthen
existing expectations.
-This method anticipates future trends and prepares peoplefor
the fore seenchallenges
• ReactiveTNAhappens when aspecific problem is
pinpointed. For instance, if aworker's performanceproblem
is evident, reactive TNAis usedto correct that specificissue.
.

58. Other analysismodels
• PerformanceAnalysis.
Are the employees performing up tothe established
standard? If performance is below expectations,
cantraining help to improve this performance? Is
there aPerformance Gap?
• ContentAnalysis.
Analysis of documents, laws, procedures used onthe
job referring manuals, documents, orregulations
. Sothe training does not conflict or contradict job
requirements. An experienced worker can assist
(asasubject matter expert) in determiningthe
29appropriate contjineuanchatn.@gmail.com: HR:T&D: TNA

59. jinuachan@gmail.com: HR:T&D:TNA 59
…Otheranalysis models
• TrainingSuitability Analysis.
Analysis of whether training is the desired solution.
Training is one of several solutions to employment
problems. However, it may not alwaysbe the best
solution. It is important to determine if training will
be effective in itsusage.
• Cost-BenefitAnalysis.
Analysis of the ROIof training. Effective training
results in areturn of value to the organization that
is greater than the initial investment to produce or
administer the training.

60. jinuachan@gmail.com: HR:T&D:TNA 60
• Whole organization’s feed back isexpected
• Organization wide planning and appraisalgroups
• 360 degree appraisal teams
• Awareness for employee and tradeunion
participation
• Changechampion model and outsourcing for the
assessment
• Top level management support and strategic
plans for training
• Theteam work is depending on the sourcesof
data as:
TeamWork for ConductingTNA

61. jinuachan@gmail.com: HR:T&D:TNA 61
TeamWork for ConductingTNA
a. Sourcesof Information for OrganizationalAnalysis
• Strategic plan, vision, missionstatements
• Competency statements
• Skillsinventories decided acrossthe industry and
organization
• Climate surveys, external feed backs
• Labor-management data
• Exit interviews
• Management requests
• Organizational performance measures

62. jinuachan@gmail.com: HR:T&D:TNA 62
b. Sourcesof Information for TaskAnalysis
• Jobdescriptions and specifications: -
• Performance standards
• Observe performance on job
• Competency modeling in organization
• Reviewliterature concerningjob
• Interview job holders andsupervisors
• Analysis of operating problems (e.g., downtime,
waste, repairs/rework, delivery times, quality of
product/service)

63. jinuachan@gmail.com: HR:T&D:TNA 63
c. Sourcesof Information for PersonAnalysis
• Performance appraisal data
• Jobkdgetest, Skill test
• Observation of performance onjob
• Interviews or questionnaires
• Assessmentcenters
• Individuals objectives
• Testsor simulations or roleplays
• Attitude surveys
• Designed situations (e.g.,AC)
• Worker diaries
• Developmental or employee initiatedneeds

64. Training ProcessDesign
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66. Training ProcessDesign
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Output OfTNA
• Assessment of SkillGAP
• Reviewof the current trainingsystem and
performance level
• ROIand CBAhelps to assessthe financial benefits
of training
• Assessment of the trainingoptions
• Highlight the training requirements andnon-
training needs

68. TNA Out put : Performance Gaps
Performance Gap
KSA
Deficiency Reward/
Punishment
Incongruence
Inadequate
Feedback
Obstacles in
the System
Appraisal
Deficiency
Commitment,
satisfaction
Deficiency
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9
Scopeof TNA.
• Understand the skill GAPand remedy forit
• It begins with Joband ends with customer
expectation
• Different from available course offerings toneedy
Why Need assessment process:Todetermine..
1. Thecontent of learning, contentdevelopment
2. Theneed of learning, out putoriented study
3. Thedepth of learning, expertise levelneed
4. Immanence of learning scenario, industry/govtrules