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Train the Trainer

Fetec level 6 course


Assignment – Training Needs Analysis
Training needs Analysis carried out on Shane
O’Reily, Angling Advisor for the Central Fisheries
Board.

Submitted by: Mark.H.V.Corps


Submitted to:
Submission date:

Word count:

Carry out a training needs analysis on one person in your organisation and
make recommendations on the priority areas for development of their
skill, knowledge and / or attitude.

I confirm that the work submitted is entirely my own work and where work
other than my own has been used this has been acknowledged.

Signed: ______________________________

Date: _______________________________
Introduction

This assignment involves the carrying out a Training Needs Analysis (TNA)
for one of the Angling Advisors working for the Central Fisheries Board
(CFB). The aim of the TNA is to provide recommendations on the priority
areas for development of his skill, knowledge and or / attitude and relate
these to the needs of his role which directly relate to the CFB business
plan.

Firstly this report will explain the concept and requirements of a Training
Needs Analysis. Then set out the background of the CFB and its business
to give a brief insight into the environment within which the individual
works. This should allow the reader to gain a clearer perspective of the
current skills, knowledge and attitudes of the individual and the purpose
of acquiring additional skills outlined by the trainer. The subjects
current knowledge will be identified, after which the trainer will assess
what measures are required to be undertaken so as to bridge the gap
necessary to improve his current performance in the role.

Training Needs Analysis


Training can be seen as a learned process that involves the acquisition of
knowledge, skill development or the changing of attitudes and behaviours
to enhance the performance of employees.

From a business point of view a ‘training need’ can be seen as one that
can be fulfilled by imparting training to an individual or group. The
outcome of the training is that it will lead to an improvement in the
productivity of participants who undertook the training.

The Training Needs Analysis (TNA) can be seen as a health check in


relation to the skills, talent and capabilities of an organisation. It involves
a systematic gathering of data to find out if and where there are gaps in
the existing skills, knowledge and attitudes of the employees. It is
undertaken by collecting data about employees’ capabilities, the
organisational skills requirements and combining it with an analysis of the
implications for changes in capability of new and changed roles. Ideally it
should develop from the business strategy with the aim to produce a plan
allowing the organisation to ensure it has sufficient capability in sustaining
business performance and or responding to changing market demands.
A TNA also helps to plan the organisational budget, areas where training is
required and also highlights the occasions where training might not be
appropriate but requires alternate action.
The TNA can be undertaken for the organisation at a number of levels. For
the whole organisation, for a specific grouping of the workforce (such as a
department) or for the individual.
At both organisational and departmental level the TNA may be undertaken
for major change, if the organisations development has moved out of
alignment with its business strategy / goals or as an annual process. For
individuals TNA the review is often part of the performance management
or appraisal process.

We are analysing an Angling Advisor to establish existing needs he may


have for training and what training would be beneficial to him to allow him
to develop and carry out his role better.

At individual level ‘Training Needs Analysis’ focuses on all individuals


within an organisation. At this level, the organisation checks whether an
employee is performing at desired level or the performance is below
expectation. If the difference between the expected performance and
actual performance comes out to be positive, then there is a need of
training. However, individual competence can also be linked to individual
need. The methods that are used to analyse the individual need are:

Therefore the Angling Advisor will be analysed to consider that, by


providing training in any area will also allow them to avail of any
opportunities either internally or externally. It may also suggest the most
appropriate form of training available.

‘Identification and analysis of training needs will also provide you with
information to determine whether to purchase training from an external
supplier to develop training using internal sources.’ (Garvan et al: 139)

An effective Training Needs Analysis needs to be a good fit with your existing (and future
desired) business and culture.
Nine steps to producing a TNA:
1. Identify the business need (gap in performance/ capability) for the training
2. Strategically align the training need with your objectives
3. Conduct a TNA (gap) analysis
4. Conduct an audit of current internal (and external) skills and competencies
5. Consult with your organisation to decide if training is the action required to address
the identified gaps
6. Agree outcomes and assemble a framework that fits with expectations
7. Select appropriate delivery methods
8. Agree an assessment so the business knows if the training is worthwhile (this also sets
the evaluation criteria – i.e. how will you know the training intervention has been
successful?)
9. Get buy-in from stakeholders to commence project – if the solution(s) is owned then
there is increased success of the project

Training Needs Analysis Method


Below are three scenarios in which you may find yourself wanting to
conduct a Training Needs Analysis. This is not an exhaustive treatment,
however, it will give you some tips on what to do.
Employee Performance Appraisal
In many organizations, each employee’s manager discusses training and
development needs during the final part of the performance appraisal
discussion. This method suits where training needs are highly varied
amongst individual employees. Typically, the manager constructs an
employee Performance Development Plan in collaboration with the
employee being appraised. The Plan takes into consideration:
• the organization's strategies and plans
• agreed employee goals and targets
• the employee’s performance results
• the employee’s role description
• feedback from internal/external customers and stakeholders, and
• the employee’s stated career aspirations requirements of the traing
in both time ands money
The employee’s completed Performance Development Plan should
document the area that requires improvement, the actual development
activity, resource requirements, expected outcomes and an agreed time
frame in whic h the development outcome will be achieved.

The organisation - the Central Fisheries Board


The Central Fisheries Board (CFB) is a statutory body with responsibility
for inland fisheries and sea angling operating under the aegis of the
Department of Communications, Energy and Natural Resources
(established under the Fisheries Act 1980).
Its principal functions are to advise the Minister for Communications,
Energy and Natural Resources on policy relating to the conservation,
protection, management, development and improvement of inland
fisheries and sea angling, to support, coordinate and provide specialist
support services to the seven Regional Fisheries Boards and to advise the
Minister on the performance by the Regional Fisheries Boards of their
functions.
Its goals and objectives include
• To conserve and protect the ecology of fisheries habitats
• To promote and develop the concepts of sustainable development
and the catchment management process for the long term health
and best use of the resources
• To conserve, protect, manage and promote the development of the
fisheries resources to achieve the optimal sustainable return to the
economy
• To promote and market Ireland's angling product to optimise
employment in angling and angling related businesses, particularly
in rural communities
• To develop, encourage and maintain high standards of fisheries
management
Currently the CFB is waiting to be replaced by a new governmental body,
Inland Fisheries Ireland (IFI). The IFI will carry out the same roles as the
Central and Regional fisheries Boards did but will be one organisation as
opposed to 8.

Role in the organisation

‘Ensuring that all staff have the required skills and capabilities to do their
jobs and the work they will be required to do in the future, is imperative
for organisations competing in a rapidly changing world’.
(www.cipd.co.uk)

It is important to establish the role of the individual within the


organisation in order to understand

Shane O’ Reilly is relatively new to the post Angling Advisor. He has only
been in post for three years. Initially he was one of three Angling Advisors
but due to retirement and the Irish Governments embargo on filling
vacant posts he is now one of two. As such his role has changed and may
well change again with the implementation of the IFI.
Fundamentally his role is to help in the development of the Irish Angling
product and then promote it to both the national and international market.

Ensuring that all staff have the required skills and capabilities to do their jobs, and the work they will be
required to do in the future, is imperative for organisations competing in a rapidly changing world. Even if it
were possible to recruit individuals with all the necessary knowledge and abilities for the jobs currently
defined in your organisation, they need to know how to apply their skills. In addition, organisations, jobs
and technology continually change, so employees need to be able to continue learning and adapting their
capabilities. By looking ahead to define requirements and initiate effective learning interventions in good
time, organisations can stay ahead of change.

Chartered Institute of Personnel and Development

• For the organisation as a whole. The aim here is to understand the amount of and types of
learning needed to ensure that all employees have the right capabilities to deliver the
organisation’s strategy. This will focus on both the availability of skills in the short-term (within a
year) and the longer term. The latter aspect is hugely important. It can take several years to recruit
people with the right skills or to develop existing employees’ skills and knowledge to the level
required in the future. A needs analysis can also support decisions about whether to buy in talent
(if it is available) or to ‘make’ it in-house by growing the capabilities of those currently employed.
• For a specific department, project or area of work. New projects and opportunities require new
ways of working or reorganisation. Restructuring also necessitates changes in roles.
• For individuals. Linking their own personal learning and development needs to those of the
business.
There is a need for L&D/HR to ensure that analyses at these three levels are considered in conjunction
with one another. Managers and other stakeholders need to be consulted early and often both when
information is being sought for a TLNA and when the results of the analysis are communicated.

How to use the results of the analysis

Collating the information from the TLNA will allow a number of outputs:
• A report of overall training needs for the organisation or department. This may be a formal
document that will form the basis of a Learning and Talent Development Strategy or be part of the
business planning process. It will also be part of the process of budgeting for investment and a tool
in the hands of L&D when bidding for the resources needed for learning which supports business
objectives.
• Prioritisation of the learning needs identified. Not all the gaps in knowledge, skills and attitudes
will be urgent, capable of being filled in a short timescale or within the scope of the resources the
organisation is prepared to devote to learning. Debate with senior management will give guidance
on which gaps are most critical. It is here that concentration on learning outcomes is important –
once it is agreed which learning has priority, training and learning professionals can start to work
out how that learning can be facilitated and to budget the time and resource that will be needed.
• Learning and talent development plans. Once priorities and budgets are set the L&D team will
be able to set plans for learning interventions. These plans will prioritise content and methods for
development processes. Line managers will also have a clear idea of where they need to coach or
develop skills in their teams.
• Personal development plans. Plans for personal learning can be aligned with the resources
available.
All these outputs will need to be discussed and agreed with the stakeholders concerned – most obviously
senior management and managers of the people covered by the TLNA.