This document discusses training need analysis, which is an important part of the training process. It has three key parts: organizational analysis to identify organizational needs; task analysis to determine the skills and knowledge required to perform job tasks; and person analysis to identify who requires training. The goal is to identify any gaps between the skills/knowledge required for a job and what employees currently have. This helps ensure training is targeted and will improve job performance. Training need analysis is an ongoing process that should be proactive and help allocate training resources effectively. Assessment centers can also help with this analysis by evaluating employee skills and competencies.

1. Training and
training need
analysis
MBA 2nd sem

2. Introduction
• Training
– Is essential and is a very big industry
– Enhances productivity of individuals
– Enables development of competencies in
line with organizational objectives
– Allows communication of organizational
goals
– Enhances career progression and self
development

3. Definition
• Training
– Provision aimed at creating intentional learning
processes
– To bring about semi permanent change in
individuals –Knowledge, attitudes. Skills and
habits (KASH)—behaviors
– With an intention To enhance performance on
the job
• education –is more in general knowledge;
training teaches a specific task or function

4. Stages
• Training and
development
– 5 stages
Need
analysis
Pre training
Design Pre training
Delivery On training
Transfer Post training
Evaluation Post training

5. Training need analysis
• TNA
– Determine organizational training needs
– Whether organizational needs,
objectives and problems can be
addressed by training?
– Influences overall effectiveness of
training
– Is used to specify key features of
implementation and evaluation

6. Training need analysis
• TNA
– Is a three step process
• Organizational analysis—identify needs
• Task analysis- content of training
• Person analysis- who to be trained
– Need analysis must cover all three steps
– Research shows
• Impact maximum on learning if organizational analysis
done
• Impact maximum on behavioral outcomes if task
analysis done

7. Training need analysis
• Work and research mostly done
– Task analysis
• Consists of cognitive tasks
Cognitive capacities and cues -how and when to
apply them
• and behavioral tasks
– Identify competencies needed for jobs
» Competencies are cluster of interrelated
knowledge, skills, values, attitudes and others
which are important for successful job
performance
• Done for individual and teams

8. Training need analysis
• TNA
– Organizational level and person level
analysis—neglected
– Look at diversity and cross cultural training at
requirements
– Also must look at
• Concurrent needs and Future needs
• Look to identify specific and generic skills
– Therefore requires a data base of
competencies-collect data on organization,
task and person characteristics

9. Training need analysis
• TNA
– What needs to be identified at a generic level
• Knowledge-facts about objects, relationships,
rules, procedures, plans, goals and self knowledge
• Observable skills –cognitive, psychomotor,
physical, interpersonal, expressive and self
management
• Problem solving skills-heuristics, means –ends
analysis, pattern matching, meta-cognition,
transfers
• Attitudes and beliefs– self efficacy, racial, cultural,
sexist, commitment

10. Methodologies
• Groups of methods used in training
– Information presentation
– Modeling- demonstration
– Information presentation and learner
response—case method
– Systematic response generation—
contextualizing the training
– Simulation
– On the job training

11. Training needs analysis
• Process of TNA
– Organizational analysis
• Determines appropriateness of training-
linked to orgn. Goals, strategies, resources
– First needs an understanding of the organizational
environment—
» technical,
» others
– Measures work environment characteristics-
» nature of support and
» emphasis on training

12. Training needs analysis
• Task analysis
– Identify observable tasks performed and
knowledge and skills required to do it-job
analysis
– Do it by
• Job incumbents –develop lists of tasks performed
• Assessors –grouping tasks into clusters based on
similarity
• Managers – generating KSA for each cluster of tasks
• Surveys to validate these Task, task cluster and
KSA’s
• Use multiple assessors and multiple surveys

13. Training needs analysis
• Task analysis
• At individual and team level
– Cognitive task analysis
• Goals, decisions and judgments made on the job-use
elicitation techniques-look at thought processes
– Team task analysis
• Simultaneous assessment of task and coordination
requirements
– Lists out the objectives for training
programmes—specify what a trainee will be
able to do at the end of training programme

14. Training need analysis
• Person analysis
– whether training is necessary so that
employees can perform tasks effectively
• Identify reasons for poor performance-training and
non training needs
– Who requires training
• Look at employee records
• Elicit self responses
– Whether trainees are ready for training
• Audit of basic skills, abilities and motivations of
potential trainees—helps reorient training
programmes
• Assess language skills

15. Training needs analysis
• TNA—Organization –task-person
model
– should be proactive
– Done on a continuous basis
– Helps allocate training resources
• Human performance intervention
model
– Is a problem solving exercise—identify
root cause and plan intervention

16. Training needs analysis
• Assessment centers
– Is a skills evaluation process
– Used in
• Selection and placement
• Employee skill development
• Career development
• Organizational succession planning
– Good assessment centre can
• Good job preview
• Help design training programmes
• Identify potential successors

17. Assessment centers
• Essential elements
– Job analysis-
• critical, relevant and observable performance
elements and competency categories
– Behavioral classification
• Dimensions, skills, competencies, abilities
– Multiple assessments-techniques
– Assessment techniques
• Allow behaviors revealing critical competencies to be
observed
– Simulations
• –demonstrates observable behavior

18. Assessment centres
• Essential elements
– Assessors
• Multiple assessors-not immediate supervisors-diversity enabled
– Assessor training
• Demonstrate competence in role
– Recording behavior
• Document through notes
– Reports- based on notes
– Data integration –pooling of all observations
• Is a multi day affair and done in groups
• Assessors are higher level managers, experts,
psychologists

19. Skills
Performance
Beliefs
Actions
THANKS ANY QUESTIONS