This document describes a training needs assessment tool used to identify training needs within an organization. The tool involves analyzing the organization, including its structures, systems, activities and staff roles. It also involves assessing current staff knowledge, skills and attitudes compared to what is needed to perform tasks effectively. Any discrepancies identified would indicate a training need. The results of the needs assessment are then used to design targeted training sessions that align with organizational goals and help staff improve performance. The tool stresses the importance of organizational analysis to understand capacity needs and how trained staff will apply new skills on the job.
Peter Watson's Presentation on Talent Retention at the 2011 HR Summitpkwatson2099
What actions can you take to retain the top talents in your organisation? There are hundreds of options but your resources are limited and so sorting out which ones will have the maximum impact is absolutely critical for the success of your HR strategy. See examples of how I addressed talent retention with organisational development activities as well as targeted programs. However, one critical success factors operates across all interventions - the positive engagement and involvement of the immediate manager. Find out more and see if these actions can help your organisation.
Peter Watson's Presentation on Talent Retention at the 2011 HR Summitpkwatson2099
What actions can you take to retain the top talents in your organisation? There are hundreds of options but your resources are limited and so sorting out which ones will have the maximum impact is absolutely critical for the success of your HR strategy. See examples of how I addressed talent retention with organisational development activities as well as targeted programs. However, one critical success factors operates across all interventions - the positive engagement and involvement of the immediate manager. Find out more and see if these actions can help your organisation.
This is maturity matrix 1 of 2 for Maintenance Planning and Scheduling. Sit down and review each element on this matrix and "X" the maturity level. If you are unsure of the maturity level "X" the lower level maturity. If you find this is helpful email at rsmith@gpallied.com and I will send you Maturity Matrix #2.
Ensuring maximum return on HR technology investmentSoftworld
Mike Theaker, Global Leader, HR Effectiveness, Mercer
A holistic discussion on: how to determine and capture return on HR technology investment; the associated struggles and victories; and examples of valid approaches.
An Internationally accredited Leadership Diploma Program in collaboration with Nova Southeastern University, Fischler School of Education & Human Services, USA. Earning three (3) credits towards either: Doctoral Degree program, M. S. In Leadership Degree Program, or ILGE\\’s new Global Executive MBA (GEMBA) in Entrepreneurial Leadership and Change Degree Program. Program also credited towards ILGE\\’s Senior Level Executive Diploma Program and International CEU credits awarded as well.
This dynamic and challenging workshop focuses on the critical strategic leadership skills required for encouraging and sustaining positive organizational change. Focus will be on fostering a culture of quality and excellence resulting in more critical breakthrough thinking, energy and motivation, and sustained productivity of individuals and teams. You participate through simulations, interactive exercises and discussions to learn how to apply the powerful models to enhance personal and organizational performance outcomes. You will evaluate and benchmark your strategic leadership profile and its effectiveness as it relates to productivity, motivation, unit and job effectiveness, relations to higher-ups, and satisfaction. You will also assess yourself through the powerful “Strategic Leadership Styles Instrument (SLSI)”. Core senior-level executive competencies focused on include: strategic leadership, systems thinking, planning and change, full-spectrum whole brain thinking and analysis, and creativity and innovation.
Don’t miss the opportunity of the year happening in one of the world’s most dynamic cities. You are guaranteed a transformation in mind-set, 21st century leadership competencies, and roadmap to peak performance by attending two very unique immersion Programs coming to Dubai.
They are combined for the first time to present half of ILGE’s flagship - Senior Level Executive Diploma Program during the same week.
Join us for "Leadership Skills for the 21st Century" - October 15-16, Dubai, UAE. Part of ILGE’s Senior Level Executive Diploma Program.
followed by the second program -
Transformational Leadership and Change Oct. 17-20, 2012. Dubai, UAE. Part of ILGE’s Senior Level Executive Diploma Program.
The course provides necessary introduction to the essentials of management as they apply to the contemporary work environment. Topics covered in this course are designed to balance the management theory and the management practice. This is crucial for graduate students to help them making better decisions in their organizations.
This is maturity matrix 1 of 2 for Maintenance Planning and Scheduling. Sit down and review each element on this matrix and "X" the maturity level. If you are unsure of the maturity level "X" the lower level maturity. If you find this is helpful email at rsmith@gpallied.com and I will send you Maturity Matrix #2.
Ensuring maximum return on HR technology investmentSoftworld
Mike Theaker, Global Leader, HR Effectiveness, Mercer
A holistic discussion on: how to determine and capture return on HR technology investment; the associated struggles and victories; and examples of valid approaches.
An Internationally accredited Leadership Diploma Program in collaboration with Nova Southeastern University, Fischler School of Education & Human Services, USA. Earning three (3) credits towards either: Doctoral Degree program, M. S. In Leadership Degree Program, or ILGE\\’s new Global Executive MBA (GEMBA) in Entrepreneurial Leadership and Change Degree Program. Program also credited towards ILGE\\’s Senior Level Executive Diploma Program and International CEU credits awarded as well.
This dynamic and challenging workshop focuses on the critical strategic leadership skills required for encouraging and sustaining positive organizational change. Focus will be on fostering a culture of quality and excellence resulting in more critical breakthrough thinking, energy and motivation, and sustained productivity of individuals and teams. You participate through simulations, interactive exercises and discussions to learn how to apply the powerful models to enhance personal and organizational performance outcomes. You will evaluate and benchmark your strategic leadership profile and its effectiveness as it relates to productivity, motivation, unit and job effectiveness, relations to higher-ups, and satisfaction. You will also assess yourself through the powerful “Strategic Leadership Styles Instrument (SLSI)”. Core senior-level executive competencies focused on include: strategic leadership, systems thinking, planning and change, full-spectrum whole brain thinking and analysis, and creativity and innovation.
Don’t miss the opportunity of the year happening in one of the world’s most dynamic cities. You are guaranteed a transformation in mind-set, 21st century leadership competencies, and roadmap to peak performance by attending two very unique immersion Programs coming to Dubai.
They are combined for the first time to present half of ILGE’s flagship - Senior Level Executive Diploma Program during the same week.
Join us for "Leadership Skills for the 21st Century" - October 15-16, Dubai, UAE. Part of ILGE’s Senior Level Executive Diploma Program.
followed by the second program -
Transformational Leadership and Change Oct. 17-20, 2012. Dubai, UAE. Part of ILGE’s Senior Level Executive Diploma Program.
The course provides necessary introduction to the essentials of management as they apply to the contemporary work environment. Topics covered in this course are designed to balance the management theory and the management practice. This is crucial for graduate students to help them making better decisions in their organizations.
Management Training requires Assessment and Analysis which is explained in Effective HR. This presentation explains the significance of ‘needs analyses’ in training. Understand various types of training needs and the processes involved in Training Analysis, know the components of a training Needs Assessment and the methods for collecting data.
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SOP - Staff Training: Developing Effective Standard Operating ProceduresCTSI at UCSF
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Brief description of the training need analysis that can be used for airlines. The starting point is the performance analysis where the problems and opportunities are identified.
Communication, training, support, and change management. Business Readiness is a new term and encompasses components that are familiar to learning and development. However, look it up on Google, Wikipedia, or other search engines and it\'s not there. At least not in the way we have been talking about it. Why? Is it because it is so new and the components such as change management, communications, training and end user support are typically run by project managers? Or are they? How do you, as a learning professional, affect these components? You\'ll explore how the direction and guidance you provide in these areas affect overall projects and success of new processes, ERP roll outs and training delivery in your organization.
Gender based violence_in_humanitarian_settings__a_practical_guidlines__by_dr_...
Logramme _training_needs_assessment__by dr malik khalid mehmood ph_d
1. MDF Tool: Training Needs Assessment
By Dr Malik Khalid Mehmood PhD
[This tool assists organisations who want to play a major role in a Sports & Development
initiative, to identify the need for training of the staff of their own organisation, in view of
the requirements of the Sports & Development activities they plan. This tool is not meant
to assess the development (and training) needs of the ultimate target group. For the
purpose of identifying the (training) needs of the target group you may use the problem
tree analysis tool].
Training Needs Assessment (TNA)
What is it?
Training Needs Assessment determines the purpose and learning objectives of tailor-
made training in organisations. It forms the basis of focussed design and evaluation of
training sessions. The diagram shows the steps that lead to finding training needs, which
goes parallel to the analysis of the organisation like of the structures and systems (see
chapter 6).
Organisational Organisational
Analysis Analysis
Structures/
systems Staff
Target group
Activities to for improving
improve performance
Knowledge, Present Task
skills, attitude knowledge Analysis
needed skills, attitude
Performance
discrepancies
MDF copyright 2005
Re-designing Training
policies, tasks, Needs
processes
Determining
Training Needs
On the job Class room
training/ Training
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guidance
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2. MDF Tool: Training Needs Assessment
What can you do with it?
Basic (sub-) questions
• Where are capacity gaps and how can they be bridged?
• What should the organisation do to make optimal use of increased capacities (rather
than that trained persons return to 'business as usual')
Results
• Which capacity gaps will we address through training, and which ones through
coaching, or on-the job learning?
• What is the organisational purpose of training?
• How should the training session(s) be designed and evaluated?
How to use it?
Groundwork
As shown in the illustration Training Needs Assessment builds on organisation analysis
(whether it is strategic orientation or another exercise leading to a clear profile of what
should be done). In the context of this toolkit we can assume that the (prospective) trainer
only needs to be fully informed of the analysis that has already taken place. In other cases
the first crucial task of a trainer is to get the problem that is to be solved through training
sharp. TNA also requires clear decisions on who will take up which tasks (as may be
expressed in a participation matrix - see stakeholder analysis) and the capability of the
staff members.
Process
It is important that those preparing the training have a complete and shared understanding
of the training purpose and objectives. They should understand the organisations plans
and requirements, vis-à-vis the current capacity of staff. Managers and the designers of
tailor-made training also need to reach clarity on how trained personnel will use their new
competencies. Good training design therefore implies that the trainers are informed of (if
not consulted in) strategic management.
Follow up
The organisational follow up consists of providing the conditions to trainees to apply their
newly gained competencies, and to monitor them. The follow up by the trainers can
consist of study of the participant's evaluation and a presentation of his/her manager
where concrete action plans are agreed. Both manager and trainer may contact the
MDF copyright 2005
participants after the training for impact assessment.
Requirements and limitations
This tool discusses the identification of training needs, in support of organisational
www.mdf.nl
objectives. The same principles apply to tailoring training or coaching to serve personal
development plans.
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3. MDF Tool: Training Needs Assessment
The tool limits itself to the identification of training needs, and does not discuss the design,
implementation, monitoring, evaluation and follow up on training modules and courses.
Practical references
• Peterson, Robyn, Training Needs Assessment, 2nd ed., Kogan Page practical trainer
series, Kogan Page Limited, London, 1998
Example TNA after SOR
The below poster shows how Training Needs can be identified in an organisation that has
gone through a strategic orientation exercise.
1. Basic Question
Opportunities +
Threats
2. IOM Strengths + 3. Strategic Options
Weaknesses
4. SOR
Opportunities + Strategic Options 5. Logframe
Threats S xx x OO
x xx PP
x 1 2 4
W xx R3
x xx OVI 4.1
A 1.1 2.1 3.1
4.2
1.2 2.2 3.2
4.3
1.3 2.3
6. Participation Matrix
7. Training Needs Actors
a. on the job interv Other
ention Ac- R
b. out source R
s ti-
R
vi-
ty
R
R
MDF copyright 2005
Strategic orientation is followed by distribution of tasks. Comparing the (future) tasks and
(current) capacities leads to the identification of the capacity gap. This gap can be filled by
development activities, of which training is one. The training design should consequently
refer back to the capacity requirement and gap. The danger is that the trainer forgets this
background and develops modules that are too general to hit bulls-eye. Another danger is
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that the trainer is guided by his/her own biases (e.g. an HRM trainer only diagnosing HRM
bottlenecks). Finally the organisation should ensure that trained persons are really
charged and supported to apply their (new) skills. Too often trained persons are restrained
(in time, support, and monitoring) in putting new competencies into action. After training
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4. MDF Tool: Training Needs Assessment
the trainee should meet with his/her superior, present what he/she learned, and agree on
a concrete action plan: Research has proven that this is crucial to training impact.
MDF copyright 2005
www.mdf.nl
ref:12 Training Needs Assessment.doc Page 4
MDF
5. MDF Tool: Training Needs Assessment
Steps in Training Needs Assessment
Organisation Analysis
1. Analyse the clients behind the training request (see also the tool on client system):
• Who initiated
• Who supports (finances, sanctions, monitors, wishes to attend)
• Who does not support
2. Determine the major problems:
• Discrepancies between mission and strategy versus input and output
• Relate problems to systems, structures, staff, management and culture
3. Determine the basic parts (see Mintzberg matrix) to improve. Are they in the:
• Primary process ('operating core')
• Support
• Development ('techno-structure')
• Co-ordination and middle management
• Strategic competencies
4. Agree on the target group for improving performance:
• Level: higher management, middle management, staff
• Which departments
• Which type of functions/disciplines
Task analysis: Identify performance discrepancies
1. Determine task elements:
• What is the required task of the target group for training
• What are the task elements (operational, managerial)
2. Define the required level of performance (in view of the organisation strategy)
3. Determine present level of performance
4. Determine the performance discrepancies
Determine Training Needs
1. Determine and address non-competency gaps that have
• External (institutional) causes and
• Internal (organisational) causes. For example ineffective or unclear strategies, tasks,
processes, styles and culture (see staff conditions algorithm)
2. Determine the competency gaps (in knowledge, skills, attitude and values)
MDF copyright 2005
• What knowledge, skills and attitudes are related to the performance discrepancies (the task
elements to improve)
• What are the relevant and significant differences with present level
3. Decide how to bridge the gaps:
Through non-training Through Training
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• Policy/strategy re-design • On-the-job training/advise/supervision
• Task re-design • Coaching/peer review/meetings
• Process re-design • Formal (Class room) training
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