Training Need Analysis

1. TNA & Training design
and
Learning Theories

2.  MEANING
◦ A TNA is the method of determining if a training need exists
and if it does, what training is required to fill the gap. This is
achieved by collecting both qualitative and quantitative data
for analysis.

3.  A process by which we can determine what sort of KSA
of employees that can be accomplished via some sort
learning / training means.

4.  Understand the skill GAP and remedy for it
 It begins with Job and ends with customer expectation
 Different from available course offerings to needy

5. 1. The content of learning (content development)
2. The need of learning (output oriented study
3. The depth of learning (expertise level need)
4. Immanence of learning scenario (industry/govt rules)
5. Who Receives Training (target identification)
6. Type of Training (on/off the job, in/shallow depth)
7. Frequency of Training (routine, exceptional, one time)
8. The priority of learning in terms of learner/organization/
topics
9. Buy V/s Build Training Decision (In-house or hired
trainers)
10. Training V/s Other HR Options Such as Selection or Job
Redesign
11. How Training Should Be Evaluated (training appraisal)

7.  Work out the areas of greatest need
◦ It will help you understand the skills and behaviours your
organisation needs to advance. You can then identify which of these
skills and behaviours are lacking.
 Avoid wasting time on irrelevant training
◦ It gives you a clear understanding of the big picture. With this
understanding, you’ll be able to pinpoint training that’s not needed,
saving you time and money.
 Increase your ROI
◦ Once you’ve identified the areas of greatest need and pinpointed
surplus training, you can refine your L&D strategy. This helps ensure
you’re funnelling investment into the areas that will deliver the best
return. It also means you will stop wasting your budget on
ineffective training.

8.  Systematic approach:
◦ Organization: needs as per vision
◦ Person: As per development and right person model
◦ Task: Knowledge and skill expected in individual

10.  Analysis of the environment, strategies and resources to
determine where to emphasize training
◦ Mission & strategies of an organization
◦ Training Resources
◦ Capital Resources
◦ Human Resources
◦ Support of managers, peers & employees for training activities

11.  Analysis of the activities to be performed in order to
determine needed competencies
◦ Performance Appraisals
◦ KSA required
◦ Significance
◦ Job analysis

12.  Analysis of performance, knowledge and skills in order
to determine who needs training
◦ Define the Job
◦ Determine where to collect information
◦ Identify the method to use
◦ Gather and analyze data

15.  Assessment of Skill GAP
 Three level analysis for the optimization
 Review of the current training system and performance
level
 ROI and CBA helps to assess the financial benefits of
training
 Assessment of the training options
 Helps to stream line the HRIS, find out feedback
effectiveness, grievance systems
 Highlight the training requirements and non training Needs

18.  Surveys
◦ Surveys help find out performance deficiencies in specific areas.
◦ To conduct a survey, you can prepare a questionnaire and circulate
among your employees.
◦ The questions in the survey should focus on the specific tasks and
needs of the employees and organization.
 Observations
◦ Training managers watch the work of employees in regular working
situations.
◦ This observation, in turn, provides enough information on
performance gaps.
◦ You need to consider technical, functional, and behavioral aspects
while observing.
◦ This gives qualitative and quantitative feedback on the existing
performance.

19.  Interviews
◦ Interviews allow you to collect data on performance gaps while
talking with each employee or a group of employees.
◦ It can be formal or informal.
◦ You can conduct interviews in person or by phone, at work locations,
or anywhere.
◦ Sometimes, you can interview the representative of the work group.
 Customer Feedback
◦ You will come to know performance deficiencies with customers’
feedback.
◦ They specifically indicate improvement areas.
◦ However, you need to formulate each question in the feedback form
so that it is directed toward a specific service or performance.

20.  HR records
◦ HR records can include accident and safety reports, job descriptions,
job competencies, exit interviews, performance evaluations and other
company records such as production, sales and cost records.
 Focus groups
◦ Unlike individual interviews, using focus groups involves
simultaneously questioning a number of individuals about training
needs.
◦ Best results occur with a department or group of employees who
have similar training needs.
 Gap or discrepancy analysis
◦ This formal method involves comparing performance with stated
intended competencies—by self assessment, peer assessment, or
objective testing—and planning education accordingly.

21.  Reflection on action and reflection in action
◦ Reflection on action is an aspect of experiential learning and
involves thinking back to some performance, with or without
triggers (such as videotape or audiotape), and identifying what
was done well and what could have been done better.
◦ The latter category indicates learning needs.
 Self assessment by diaries, journals, log books,
weekly reviews
◦ This is an extension of reflection that involves keeping a diary
or other account of experiences.
◦ However, practice might show that such documents tend to be
written nearer the time of their review than the time of the
activity being recorded.

22.  Peer review
◦ This is rapidly becoming a favourite method.
◦ It involves doctors assessing each other's practice and giving
feedback and perhaps advice about possible education,
training, or organisational strategies to improve performance.
◦ There are five types of peer review—internal, external,
informal, multidisciplinary, and physician assessment.
◦ The last of these is the most formal, involving rating forms
completed by nominated colleagues, and shows encouraging
levels of validity, reliability, and acceptability.

23.  Critical incident review and significant event auditing
◦ This technique is usually used to identify the competencies of a
profession or for quality assurance, it can also be used on an
individual basis to identify learning needs.
◦ The method involves individuals identifying and recording, say, one
incident each week in which they feel they should have performed
better, analysing the incident by its setting, exactly what occurred,
and the outcome and why it was ineffective.
 Practice review
◦ A routine review of notes, charts, prescribing, letters, requests, etc,
can identify learning needs, especially if the format of looking at
what is satisfactory and what leaves room for improvement is
followed.

24.  A person with high levels of motivation is motivated to
do good quality work, help others, spread their energy
and focus on achieving goals.
 Motivation is driven by several aspects which
influences the behavior and attitude of an individual.
Based on the different factors and the kind of impact it
has on a person, there are different aspects of
motivation.

26. 1. Intrinsic Motivation: Intrinsic motivation is the type of motivation
which comes from within a person to do a task or achieve a particular
goal.
 It is a feeling of being self-driven and achieving objectives for oneself.
 Intrinsic motivation is driven by motives like social acceptance, eating
food, desires to achieve goals, biological needs etc.
2. Extrinsic Motivation: Extrinsic motivation is the type of motivation
which drives an individual due to external forces or parameters.
 Some other person or organization motivates the individual to work
hard to achieve certain goals or tasks.
 Extrinsic motivation is driven by motives like financial bonus, rewards,
appreciation, promotion, punishment, demotion etc.

27. 3. Positive Motivation: Positive motivation is the type of motivation
which drives an individual by offering positive accolades and rewards
for performing a task.
 In this type of motivation, the individual is rewarded by monetary
benefits, promotions etc which drives an individual to work hard.
4. Negative Motivation: Negative motivation is a type of motivation
where fear and threat are used as a parameter to get the work done.
 In this type of motivation, individuals are threatened with things like
demotion, reducing benefits, withdrawing merits etc.
 For every individual, all the types of motivation are interlinked based
on which he or she takes an action. The resultant behavior of any
person is basis the motivation types he or she has been influenced by.

28. 5. Needs Assessment: The first step in HR development -- be it
training, improvement or motivation -- is needs assessment.
 Increasing motivation requires you to pinpoint the exact areas of
needed improvement.
 Start with a simple, anonymous questionnaire relating to personal
goals and opinions about your business, employee satisfaction and
management performance.
 Most of the questions should be open-ended, with simple "yes,"
"no" or "maybe" answers.

29. 6. Leadership
◦ While being relaxed and informal may gain you friendship
status among your staff, it is detrimental to motivation.
◦ The key here is to find middle ground between a completely
informal or an autocratic management style. First, enforce
discipline in a professional manner.
◦ Do not scold, disparage or lecture employees; instead,
document infractions and address the issue in private.
◦ Emphasize that you are not the enemy but simply want to
avoid repeat mistakes to help employees thrive.
◦ Fair treatment is also important in this area. Discipline must be
administered equally, and favoritism is not acceptable.

30. 7. Concern
◦ Because motivation is centered around employees, it's
important that you show them appreciation and understanding.
◦ They're the foundation of your business, so treat them
accordingly. Make it clear that your staff can approach you at
any time to address issues.
◦ However, limit all conversations to private meetings and ask
questions about how you can resolve the problem for them to
make their job easier and more fulfilling.
◦ The same applies if a staff member's personal problems affect
his work. Ask if there is anything you can do to help, even if he
simply needs someone to talk to.

31. 8. Rewards
◦ Developing an effective reward system is a matter of balance.
◦ Compensation includes raises, bonuses and prizes for top
performers.
◦ Acknowledgement, on the other hand, is a simple "thank you" or
"congratulations."
◦ However, you can't choose one or the other, as they're co-dependent.
◦ Compensation should be your main focus, while supporting
employees through praise gives them an extra push to perform well.
◦ Acknowledgment is fairly straightforward, and your monetary
reward system should depend on your business.
◦ For example, if your company is sales-focused, you can offer prizes
-- such as electronics or gift certificates -- to top salespeople in lieu
of simple cash.

32.  According to Leonard Nadler, "Human resource
development is a series of organised activities,
conducted within a specialised time and designed to
produce behavioural changes."

33.  To give a complete stage to the development of Human Resources In the association:
◦ Each HRD customized begins with giving a structure inside the association, so
representatives create all alone at work.
 To give an atmosphere to representatives to find, create, and utilize their insight for the
advancement of association:
◦ To establish a work atmosphere where the representatives contribute their best in the
association. In an HRD software engineer, each worker is given full opportunity to display
his abilities, gifts, and information to help venture. Creative thoughts and plans would be
supported and acknowledged in the association.
 To hold, pull in, and spur the capable workers:
◦ An association closing the HRD program has the propensity of pulling in and holding the
gifted workers.
 To encourage orderly age of data:
◦ HRD implies a person’s capacity, abilities, and skills to look for profitable business
anyplace. Along these lines, HRD should target improving the aptitudes of representatives
to rouse them to work with viability.

35. 1. Assessment
The Assessment in the HRD cycle involves prioritizing the need,
understanding and examining the performance of the employees, job
tasks and organizational environment. Above all, the need to
acknowledge the gap between current competencies and skills needed to
produce a particular task is to ascertain. This is the first stage out of four
sets of HRD cycle.
 Need Assessment
 It articulates the gap between current skills in the company and the skill
required for better performance.
 Gap Analysis
 The Gap Analysis involves comparing the actual performance with the
desired performance. The foremost step is to assess the organizational
performance and that of the company’s workforce.

36. 2. Design
◦ The designing of an effective HRD program consists of integrating
the business plans and goals of the firm with the HRD process.
 Define objective–The objective to implementing a training session should
be mentioned beforehand. It is related to the goal of the firm and the skills
required to achieve it.
 Develop Lesson-plan – The next step involves the development of the
lesson plan. It includes a detailed description of the training course and
instructions.
 Develop/Acquire Material – Acquiring or accumulating the training
material is the next step of the HRD program. These materials are related
to classroom training or online training etc.
 Select Trainer/Leader – The right trainer or leader is essential to enhance
employees’ skills. It could be the immediate boss or a professional trainer.
 Selecting Methods and Techniques – The training could be delivered
using any method or technique like a lecture, role play, conference, group
discussion, or online training technique.
 Schedule the Program/Intervention – The scheduling of the final
training program done after the accumulation of resources. It is based
upon organizational norms.

37. 3. Implementation
◦ The implementation of the HRD program is done by delivering the most
practical training sessions per the firm’s requirements, thus creating a productive
learning environment for ongoing employee improvement.
◦ Methods of delivering the training
 On-the-job Training (OJT) This method leads employees to learn the job by
actually performing it. The types of OJT are Job Instruction Training (JIT),
Job Rotation, Coaching, and Mentoring.
 Of-the-job Training – This method involves the employee being shifted
away from their place of work to provide training. Types of Off-the-job
Training are Case Study Methods, Management Games, Distance learning,
and Sponsored higher education courses.
 Apprenticeship Training – This is a combination of classroom training and
OJT. It is a structured process to enhance an employee’s skills with a set of
instructions.
 Distance/Internet-Based Training – The practice has been done through
video-conferencing, telephonic training and over the internet.
 Simulated Training – This method involves simulator equipment where the
employee can feel the actual environment and work accordingly.
 Computer-Based Training (CBT) – This method leads to training the
employee as per his availability. CBT can also provide a progress report from
time to time for better engagement.

38. 4. Evaluation
◦ The careful evaluation of the employee’s Reaction towards the
training program leads to gathering information about the
program’s effectiveness. The emphasis on measuring Human
Resource Development’s impact, it is a crucial and essential
step to be performed.
◦ How to Evaluate Effectiveness
 Select Evaluation Criteria
 Determine Evaluation Design
 Conduct Evaluation of Program or Intervention
 Interpret Result

40. Meaning:
“Constructivism is the theory that says learners
construct knowledge rather than just passively take in
information. As people experience the world and reflect
upon those experiences, they build their own
representations and incorporate new information into
their pre-existing knowledge (schemas).”
As opposed to behaviorists (who see learning as
essentially a set of physical responses to stimuli), and
an agreement with cognitivism, constructivists focus on
learning as an inner mental process.

41.  Two key constructivists that have helped shape the way
we understand teaching and learning include:
◦ Jean Piaget: A Swiss psychologist, Jean Piaget is credited
with pioneering research around the developmental stages of
cognitive ability and learning in children.
◦ For Piaget, “the teacher became not a transmitter of
knowledge but a guide to the child’s own discovery of the
world.”
◦ Lev Vygotsky: Vygotsky lived and worked at around the same
time as Piaget, coming up with related but distinct theories of
child development.
◦ He’s credited with the theories of the Zone of Proximal
Development, and the teaching method of ‘scaffolding’.

42. HOW TO APPLY CONSTRUCTIVIST LEARNING THEORY
◦ Q&A:
 Existing knowledge and experiences are important to constructivists. Assess
prior knowledge with pre-quizzes or questionnaires to gauge where learners
are at.
 Encourage employees to ask and answer their own questions through
research and group discussions.
◦ Explore different media:
 Don’t rely solely on lecture-style training. Find ways to build interactivity
into courses, whether through the medium itself or the way learners interact
with the material.
 Peer learning and dialogue—with the instructor as the facilitator—is
encouraged.
◦ Include relevant context:
 For constructivists, learning is personal and can’t be uncoupled from our
lived experiences.
 Ground learning moments in a context that’s relevant to your employees.

43.  Theodore Paul Wright (1936) applied his idea with a
more economic bent.
 He was interested in the question of labor productivity
(in the aircraft industry).
 In a publication titled “Factors Affecting the Costs of
Airplanes,” he explained that, “the cost of each unit
produced decreases as a function of the cumulative
number of units produced.”
 Production costs decreased as workers grew more
comfortable with the task (over time).

44.  This idea was solidified in a mathematical model called
‘Wright’s Law’: Y = AX^B.
◦ Y = cumulative average time (or cost) per unit
◦ X = cumulative number of units produced
◦ a = time (or cost) required to produce 1st unit
◦ b = slope of the function

45. HOW TO APPLY LEARNING CURVE THEORY
 The diminishing returns learning curve: employees are getting
the hang of things quickly, but keep an eye out for costs when the
plateau hits.
 The increasing returns learning curve: This would indicate that
people will need a while to get the hang of these tasks, but once
it’s under their belts, they’ll become proficient quickly. Keep
employees motivated and engaged in that early ‘shallow curve’
phase.
 The S-curve: learning will be slow at first, followed by a steep
acceleration to proficiency and then a plateau. The lower down
the plateau, the better.
 The complex learning curve: This is what will probably appear
for tasks that will take a while to attain mastery, even after many
repetitions. Improved training techniques and qualified
candidates will help keep costs down.

46.  Connectivism is a more contemporary learning theory
crystallized by the MOOC-pioneer George Siemens in
2004/5.
 It explores the importance of networks in how we learn, and
was developed as the internet was radically changing how
people absorbed information the world over.
 For Siemens, “when we learn, we’re essentially involved in
a process of pruning, forming, and developing our
networks.”
 These include those:
◦ Based on biology (neurons connecting to enable learning)
◦ Based on our school systems/formal learning, like in a university
◦ Based on external social networks or systems, including phone apps,
internet-powered networks, and AI-powered platforms

47. His theory is driven by eight guiding principles:
 Learning and knowledge rest in diverse opinions
 Learning is a process of connecting specialized nodes or information
sources
 Learning may reside in non-human appliances
 The capacity to know more is more critical than what is currently known
 Nurturing and maintaining connections is needed to facilitate continual
learning
 The ability to see connections between fields, ideas, and concepts is a core
skill
 Currency (accurate, up-to-date knowledge) is the intent of all connectivist
learning activities
 Decision-making is itself a learning process
Though connectivism isn’t without its critics, it’s one of the first real attempts
to understand what it means to teach and learn ‘in the digital age.’

48.  HOW TO APPLY CONNECTIVISM
◦ The role of teachers and instructors in connectivism is
minimal—they’re meant to enable learners to set up their own
learning environments and tap into learning networks. You can
do this by:
◦ Encouraging learners to search for information on social
media, through MOOCs, websites, and other digital platforms
◦ Enabling learners to ‘hook up to networks’ that will enable a
flow of information: forums, buddy system, peer-to-peer
learning
◦ Encouraging honest and transparent feedback loops

49.  Collaborative Learning is a training methodology
where people share knowledge and expertise by
teaching and learning from one another. While
traditional learning settings are top-down, with
instructors determining learning needs and
disseminating training, Collaborative Learning is
different.
 Learning needs are declared by employees themselves,
and subject-matter experts step up to create courses,
share knowledge, and provide feedback loops:

50. THREE EXAMPLES OF HOW TO APPLY
COLLABORATIVE LEARNING
 Instead of instituting a corporate re-skilling initiative for
1,000 engineers, a company could encourage each
employee to set their own learning goals based on their
specific aspirations and priorities for development.
 When the company adopts a new billing software, the
Customer Operations team is able to quickly create best
practices and a course on how to use the software.
Employees are able to start using the software right away.
Customer Operations can then continue to update the course
to reflect employees’ questions.

51.  Instead of a sales enablement manager setting
mandatory pitch-assessment modules to be completed
by all representatives, she could give representatives
the opportunity to declare where they were running into
problems and propose solutions. Then she could create
learning paths that offered the support and guidance
needed to improve.

52.  Meaning
◦ The learning process can often be more difficult
than necessary because of the negative feelings
people get when they make mistakes. Ironically, not
doing it right and making mistakes are vital steps in
the learning process.

53.  Abraham Maslow’s 4 stages of learning gives us a
valuable conceptual framework to understand how we
learn anything:
1. UNCONSCIOUS INCOMPETENCE
◦ We don’t know that we don’t know.
◦ An energetic two year old boy wants to ride a bike that he sees
his older brother riding. But he doesn’t know that he doesn’t
know how to ride it. Most of us in business who have never
had extensive feedback about our interpersonal skills are at this
state of unconscious incompetence.

54. 2. CONSCIOUS INCOMPETENCE
◦ We know that we don’t know.
◦ Here we learn that we are not competent at something. This
often comes as a rude awakening. The two year old boy gets on
a bike and falls off. He has immediately gone from stage one to
stage two and knows that he does not know how to ride a bike.
3. CONSCIOUS COMPETENCE
◦ We work at what we don’t know.
◦ Here we consciously make an effort to learn a new skill.
Practice, drill and repetition are at the forefront. This is where
most learning takes place. It takes effort and work. The little
boy carefully steers and balances and pedals and thinks of what
he is doing, step by step.

55. 4. UNCONSCIOUS COMPETENCE
◦ We don’t have to think about knowing it.
◦ Here the skill set happens automatically at an unconscious
level. The little boy rides his bike without even thinking about
it. He can whistle, talk, sing, or do other things with his mind
at the same time. Another example that we can all probably
relate to is driving a car.
◦ The key is to recognise where you are at in the 4 stages of
learning and be patient with yourself.

56.  Learning is developmental. Based on the physical
development of the brain, there’s a logical progression
to how people develop skills and learning habits.
 Individuals learn differently. People learn at their
own pace, with different methods and strategies for
acquiring and processing information.
 People learn what is personally meaningful to
them. Motivation increases when people can see how
new knowledge and skills can be applied to their
personal life and work.

57.  New knowledge is built on current
knowledge. People learn by connecting newly
acquired information with prior knowledge. If those
connections are well organized, knowledge can be
retrieved and applied more readily.
 Learning occurs through social interaction. When
learning offers opportunities for active response and
exchange among peers and experts, it is more effective
than passive listening, reading, or watching media in
isolation.

58.  People learn when they accept challenging but
achievable goals. Within this “zone of proximal
development,” learners are often able to exceed the
limitations of their prior knowledge and skill levels
through collaborative work with more knowledgeable
peers and experts.
 Learners master basic and component skills
through practice. The skills necessary to complete a
more complex tasks are mastered when practice is
routine and applied in various contexts. Timely and
accurate feedback is essential to this process.

59.  Acquiring and applying habits of mind improves
learning performance. Habits of mind can be taught.
These habits include routine practices such as assessing
the nature and difficulty of a task, evaluating personal
strengths and weaknesses in light of the task, planning
how to solve related problems, applying varied problem
solving strategies, and self-monitoring success with
those strategies.

60. o Resistance to change is a common barrier to organizational
learning.
o People who have been at their jobs for a long time and are
set in their ways often don’t want to learn new processes.
1. Ignoring the elephant in the room:
o What elephant are we referring to?
o That of the unpleasant aspects of organizational learning.
o These sensitive topics will vary depending on the change
you implement, but they could be a new process, eliminating
a technology platform your team is used to, or disruption to
workflow.

61. 2. Lack of leadership training:
o Inadequate leadership training leads to poorly run teams and
chaos during periods of change.
o If a supervisor or manager isn’t engaged with a new process or
training they are supposed to lead, employees will most likely
tune out.
o If organizational learning is not prioritized from the top-
bottom, it will not succeed, thus undermining the organization
as a whole.

62. 3. Disregard (ignore) of team success:
◦ Sometimes, it’s difficult to see how organizational learning
programs fit in with an individual’s personal goals.
◦ Learning often takes time and effort away from employees’
day-to-day tasks. When an organization prioritizes this
investment in learning, but the employee does not, it is difficult
to encourage engagement.
4. No motivation for growth:
o The excuse “That’s not in my job description” represents one
of the most challenging barriers to organizational learning.
o Similar to the effects of resistance to change, employees who
are not motivated for growth will not seek out opportunities
provided by the organizations.

63. 5. Short-term focus:
◦ If an employee’s job is not focused on the long-term vision
of the company, it’s easy to get caught up in short-term goals
that do not include learning skills for the long-term benefit.
◦ To solve this issue, encourage employees and managers to
dedicate time for long-term goals and offer learning
opportunities to fill this time.
6. Complexity:
 In the hyper-connected and always-busy world we live in
today, complexity overwhelms the modern employee. In
the digital workplace, we’re often multi-tasking across
multiple systems and platforms.

65.  Motivation is a state of mind, filled with energy and
enthusiasm, which drives a person to work in a certain
way to achieve desired goals.
 Motivation theory is a way of looking at the
motivation of a person and how this influences their
behavior, whether for personal or professional reasons.

66.  Hertzberg classified the needs into two broad
categories; namely hygiene factors and motivating
factors:
 poor hygiene factors may destroy motivation but
improving them under most circumstances will not
improve team motivation
 hygiene factors only are not sufficient to motivate
people, but motivator factors are also required

67. Influenced by Hygiene
Factors (Dis-satisfiers)
Improving motivator
factors increases job
satisfaction
Influenced by
motivator factors
(Satisfiers)
•Working condition
•Coworker relations
•Policies & rules
•Supervisor quality
improving the hygiene
factors decreases job
dissatisfaction
•Achievements
•Recognition
•Responsibility
•Work itself
•Personal growth
Herzberg’s two-factor principles

68.  McClelland affirms that we all have three motivating
drivers, which do not depend on our gender or age. One
of these drives will be dominant in our behavior. The
dominant drive depends on our life experiences.
The three motivators are:
 Achievement:
◦ a need to accomplish and demonstrate own competence.
◦ People with a high need for achievement prefer tasks that
provide for personal responsibility and results based on their
own efforts.
◦ They also prefer quick acknowledgment of their progress.

69.  Affiliation:
◦ a need for love, belonging and social acceptance.
◦ People with a high need for affiliation are motivated by being
liked and accepted by others.
◦ They tend to participate in social gatherings and may be
uncomfortable with conflict.
 Power:
◦ a need for controlling own work or the work of others.
◦ People with a high need for power desire situations in which
they exercise power and influence over others.
◦ They aspire for positions with status and authority and tend to
be more concerned about their level of influence than about
effective work performance.

70.  In 1960, Douglas McGregor formulated Theory X and
Theory Y suggesting two aspects of human behaviour
at work, or in other words, two different views of
individuals (employees).
◦ one of which is negative, called as Theory X and
◦ the other is positive, so called as Theory Y
 According to McGregor, the perception of managers on the
nature of individuals is based on various assumptions.

71. Assumptions of Theory X
◦ An average employee intrinsically does not like work and tries
to escape it whenever possible.
◦ Since the employee does not want to work, he must be
persuaded, compelled, or warned with punishment so as to
achieve organizational goals. A close supervision is required on
part of managers. The managers adopt a more dictatorial style.
◦ Many employees rank job security on top, and they have little
or no aspiration/ ambition.
◦ Employees generally dislike responsibilities.
◦ Employees resist change.
◦ An average employee needs formal direction.

72. Assumptions of Theory Y
◦ Employees can perceive their job as relaxing and normal. They
exercise their physical and mental efforts in an inherent manner in
their jobs.
◦ Employees may not require only threat, external control and coercion
to work, but they can use self-direction and self-control if they are
dedicated and sincere to achieve the organizational objectives.
◦ If the job is rewarding and satisfying, then it will result in
employees’ loyalty and commitment to organization.
◦ An average employee can learn to admit and recognize the
responsibility. In fact, he can even learn to obtain responsibility.
◦ The employees have skills and capabilities. Their logical capabilities
should be fully utilized. In other words, the creativity,
resourcefulness and innovative potentiality of the employees can be
utilized to solve organizational problems.

73.  Alderfer’s ERG Theory is the extension of Maslow’s
Needs Hierarchy, wherein the Maslow’s five needs are
categorized into three categories, Viz. Existence Needs,
Relatedness Needs, and Growth Needs.

75.  Existence needs- These include need for basic material
necessities. In short, it includes an individual’s
physiological and physical safety needs.
 Relatedness needs- These include the aspiration
individual’s have for maintaining significant interpersonal
relationships (be it with family, peers or superiors), getting
public fame and recognition. Maslow’s social needs and
external component of esteem needs fall under this class of
need.
 Growth needs- These include need for self-development
and personal growth and advancement. Maslow’s self-
actualization needs and intrinsic component of esteem
needs fall under this category of need.