Training Need Analysis Training and Development

MBA – HR : 3rd semester
Training & Development:
Systems & Practices
Unit-2: Training Need Analysis
Vimal Jyothi
Institute of Management & Research- Chemperi
Kannur Dt, Kerala-670632. www.vjim.ac.in; 91-4602213399
Jinuachan Vadakkemulajanal, Faculty -administrator; jinuachan@gmail.com

Unit II: Training Needs Analysis
Syllabus: unit -2
• The Process and Approaches of TNA.
• Organizational Analysis, Requirements
Analysis, Task, Knowledge, Skill, and Ability
Analysis.
• Person Analysis, Team Work for Conducting
Training Needs Analysis.
• TNA and Training Process Design, Output Of
TNA, Focus on Small Business
2jinuachan@gmail.com: HR: T&D: TNA

Training Needs Analysis/ assessment

TNA means….
• A Training Needs Analysis (TNA) is used to assess
an organization’s training needs.
• The root of the TNA is the gap analysis. This is an
assessment of the gap between the knowledge,
skills and attitudes that the people in the
organization currently possess and the
knowledge, skills and attitudes that they require
to meet the organization’s objectives.
• It helps to outline the desired skills and abilities
to be developed in order to improve the
performance of the organization
jinuachan@gmail.com: HR: T&D: TNA 4

What is a training needs assessment?
• It is the process of identifying training needs in an
organization for the purpose of improving
employee job performance.
• Process by which an organizations’ training and
development needs are identified
• Performance effectiveness in obtaining goals
• Current or future skills gaps of employees
• Employee preferences for training
• New ways of performing tasks
• Prevention of performance problems
• Mandated training needs (e.g., legal)

Scope of TNA.
• Understand the skill GAP and remedy for it
• It begins with Job and ends with customer
expectation
• Different from available course offerings to needy
Why Need assessment process: To determine..
1. The content of learning, content development
2. The need of learning, out put oriented study
3. The depth of learning, expertise level need
4. Immanence of learning scenario, industry/govt rules

Scope of TNA /Why TNA
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

Indications for the need of training,
Why training? The Context of training?
• New Legislation; rules regulations
• Identification of lack of Basic Skills; IT, S/w
• Poor Performance; below standard
• Frequent need for equipment repairs
• Accidents, Excessive scrap
• People use different method to do one job, standardization
lacks
• Deadlines are not met
• Bottlenecks in production process
• New Technology; Automation of the process
• Customer Requests; service, delivery
• New Products; tech intensified products+ services
• Higher Performance Standards;
• New Jobs; Business analytics 8jinuachan@gmail.com: HR: T&D: TNA

Approaches of assessment
Systematic approach:
• Organization: needs as per vision
• Person: As per development and right person
model
• Task: Knowledge and skill expected in individual
Learner centered approach
Learner as the center of assessment
Job responsibilities and task to carry

Methods or Ways of appraisal
1. Performance appraisal data, Job Analysis
2. Questionnaire, Surveys
3. Observation and work study using consultants
4. Outside assessment centers
5. Analysis of other data from the workplace
6. Direct observation
7. Questionnaires, assessments/survey
8. Business and Production Reports
9. Test or Examination
10.Group Conferences

.. Methods or Ways of appraisal..
11.consultation with persons in key positions,
and/or with specific knowledge
12.Review of relevant literature
13.focus groups reports
14.Records, HRIS & report studies
15.work study sample report
16.Interviews of employees and Managers/
supervisors

Classification of training needs
• There are different types of training needs
based on expected competency as:
Diagnostic needs Analytical needs
OthersCompliance needs
Democratic needs

Other training needs
• Training needs can also be classified as:
– Normative needs
• a need compared to a standard.
– Felt need
• why individuals think they want to learn.
– Expressed/demanded need
• based on the demand & supply gaps of knowledge and skill.
– Comparative need
• compared to others there is a need.
– Anticipated future need
• based on projected future demand.

Systematic TN Analysis

TNA Framework
Performance
Gap
Organizational
Analysis
Operational
Analysis
Person
Analysis
Identify
performance
discrepancy
and its causes
Training
Needs
Non-Training
Needs

2. Organizational Analysis
Basic concept for analysis
• Mission & strategies of an organization
• Resources & their allocation, given the objectives
– Capital Resources
– Human Resources
• Organizational environment: Internal and external
factors that may be causing problems
-Micro level and SLEPT analysis
• Impact of the preceding factors of operations
-developing, providing & transferring the KSAa

Organizational needs analysis
– It includes
 a human resource analysis: Expectation of the org
vision about the human resources.
 analysis of efficiency indexes: including cost of labor,
quantity of output, quality of output, waste and,
equipment use and repairs can provide useful
information.
 an assessment of the organizational climate: It
address the organization’s performance in the
“softer” domains that constitute the corporate
culture.

Organizational Requirements Analysis
– In organizational analysis, one may consider issues
like:
• Increased competition for old and new business.
• Greater emphasis on efficiency and cost reduction.
• Increased needs on cooperation among companies.
• Business strategies of the rival companies.
• Research and innovation, tech advancement.
• Merger, acquisition, diversification and expansion.
• Automation and modernization.
• Manpower plan on hiring, retrenching and deployment of
stall

Task Analysis
Task analysis / job needs analysis
– It is the process of collecting information regarding
the job and its system
– Task analysis explains what must be done to perform
a job or complete a process successfully.
– It understands the task environment (work flow,
ergonomics, etc) to be able to meet expectations

Steps in Task analysis
• There are four steps involved in task analysis:
– Develop a list of task statements for a main task.
– Develop the list of task clusters, task divisions,
process units
– Develop a list of KSAs (Knowledge, skills and
attitude)needed for the task performance
– Assess the importance of task units

Task analysis questions
• What tasks are performed?
• How frequently are they performed?
• How important is each task?
• What knowledge is needed to perform the
task?
• How difficult is each task?
• What kinds of training are available?

Person needs analysis
– A person needs analysis identifies gaps between a
person’s current capabilities and those identified as
necessary or desirable.
Expected KSA- Present = GAP
– Person needs analysis can be either broad or
narrow in scope.
• The broader approach: compares actual performance
with the minimum acceptable standards of performance.
• The narrower approach: compares an evaluation of
employee proficiency on each required skill dimension
with the proficiency level required for each skill.

• Determination of the training and development
needs of individual employee
• It evaluates the overall success of individual’s
performance
• Trend analysis of the performance, critical
incidents, potentialities
• BCG, SWOT analysis
• Diagnostic personal analysis is conducted to
discovering reasons for persons’ performance
(i.e., KSAs, motivation, situational factors)

Proactive and reactive TNA
• Proactive TNA is strategic and carefully planned without a
definite problem as the focus. It is used to deliver new
techniques or processes to employees, as well as strengthen
existing expectations.
-This method anticipates future trends and prepares people for
the fore seen challenges
• Reactive TNA happens when a specific problem is
pinpointed. For instance, if a worker's performance problem
is evident, reactive TNA is used to correct that specific issue.
• Contrast
Proactive TNA happens when the weaknesses of a work force
are unknown and it helps indicate where help is needed.
Reactive TNA occurs when a problem is already obvious,
creating the need for specialized training to correct the
specific problem.

KSA: Knowledge
• It means detailed examination of a job role to
find out what are the
• knowledge, skill, attitude, motives, values and self
concept needed in people for superior or effective
performance
• Business Knowledge
• IT, Management knowledge
• Education and language

Next slide

Expected Skills to perform jobs
• Adaptability skills
• Analytical Skills
• Action Orientation
• Coaching/Employee
Development skills
• Communication
• Customer Focus
• Decision Making
• Fiscal Management
• Global Perspective
• Innovation
• Interpersonal Skills
• Leadership
• Establishing Objectives
• Risk Management
• Persuasion and Influence
• Planning
• Problem Solving
• Project Management
• Results Orientation
• Self-Management
• Teamwork
• Technology

Other analysis models
• Performance Analysis.
Are the employees performing up to the established
standard? If performance is below expectations,
can training help to improve this performance? Is
there a Performance Gap?
• Content Analysis.
Analysis of documents, laws, procedures used on the
job referring manuals, documents, or regulations
. So the training does not conflict or contradict job
requirements. An experienced worker can assist
(as a subject matter expert) in determining the
appropriate content. 29jinuachan@gmail.com: HR: T&D: TNA

…Other analysis models
• Training Suitability Analysis.
Analysis of whether training is the desired solution.
Training is one of several solutions to employment
problems. However, it may not always be the best
solution. It is important to determine if training will
be effective in its usage.
• Cost-Benefit Analysis.
Analysis of the ROI of training. Effective training
results in a return of value to the organization that
is greater than the initial investment to produce or
administer the training.

TNA based on style and need
a. Rapid Needs Assessment
b. Detailed assessment
c. Continual assessment

a. Rapid Needs Assessment
• It is undertaken immediately after a disaster, rapid
assessment provides information on needs, possible
courses of action and resource requirements. It normally
takes up to a week
• It involves using local resources and specific methods to
undertake a relatively quick, easy and inexpensive
snapshot of a specific group or community in order to
assess the needs of any planned initiative.
• It is a way of working that does not use a traditional
scientific approach to needs assessment but encourages
using local people using tools such as questionnaire
• Eg in case of natural catastrophe, emergencies,

b. Detailed assessment:
A more detailed assessment is carried out after a rapid
assessment, if the situation is changing and more
information is needed.
It takes about one month, depending on the size of the area
and the complexity of the situation.
c. Continual assessment:
Disaster situations can evolve rapidly and include unexpected
knock-on effects, such as population movements.
Assessment should therefore be an ongoing process
throughout the emergency phase.
Eg. Once the Red Cross Red Crescent is operational in a
disaster zone, information is continually updated so that
relief and programming can be adapted to evolving needs.

• Whole organization’s feed back is expected
• Top level management support and strategic
plans for training
• Organization wide planning and appraisal groups
• 360 degree appraisal teams
• Awareness for employee and trade union
participation
• Change champion model and outsourcing for the
assessment
• The team work is depending on the sources of
data as:
Team Work for Conducting TNA

Team Work for Conducting TNA
a. Sources of Information for Organizational Analysis
• Strategic plan, vision, mission statements
• Competency statements
• Skills inventories decided across the industry and
organization
• Climate surveys, external feed backs
• Labor-management data
• Exit interviews
• Management requests
• Organizational performance measures

b. Sources of Information for Task Analysis
• Job descriptions and specifications: -
• Performance standards
• Observe performance on job
• Competency modeling in organization
• Review literature concerning job
• Interview job holders and supervisors
• Analysis of operating problems (e.g., downtime,
waste, repairs/rework, delivery times, quality of
product/service)

c. Sources of Information for Person Analysis
• Performance appraisal data
• Job kdge test, Skill test
• Observation of performance on job
• Interviews or questionnaires
• Assessment centers
• Individuals objectives
• Tests or simulations or role plays
• Attitude surveys
• Designed situations (e.g., AC)
• Worker diaries
• Developmental or employee initiated needs

Training Process Design

TNA and cause solution Process Design

Training Process Design

Output Of TNA
• 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

TNA Out put : Performance Gaps?
Performance Gap
KSA
Deficiency Reward/
Punishment
Incongruence
Inadequate
Feedback
Obstacles in
the System
Appraisal
Deficiency
Commitment,
satisfaction
Deficiency

Reference
• Blanchard, P Nick, and Thacker, James W., ‘Effective Training’,
Pearson 2014
• Goldstein, Irwin L., Training Organizations, Thomson Asia 2004,
ed.4th
• O’Connor, Bronner, “ Training for Organizations”, Replika Pvt
Ltd.2003
• Geoff Anderson, A Proactive Model for Training Needs Analysis,
in Journal of European Industrial Training ISSN: 0309-0590
• http://www.ifrc.org/Global/Publications/disasters/guidelines/gu
idelines-for-emergency-en.pdf

Jinuachan@gmail.com T&D 46
Dear Students,
Plz refer the lecture notes for the further elaboration of
the topic. Slides with diagrams are also part of the
syllabus.
The examples given during the lecture should be
added to each part while answering the questions

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