Training process

1
Training Needs Analysis (TNA)

Encompasses 3 stages:

• Identifying the range and extent of training needs from the business needs
• Specifying those training needs very precisely
• Analysing how best the training needs might be met

Identifying training needs

Structure of levels at which training needs can be assessed:

• Organisational level
• Occupational/group level
• Individual level

Training for present or future needs:

Present needs – current objectives (e.g. job competencies or immediate environmental

changes)

Future needs – longer term objectives (e.g. future job, planned change of business
direction, LT environmental changes)

Continuously scan business environment with 2 questions in mind:

• What performance changes are needed to meet the business needs?

• Can those performance changes best met by a training intervention?

Five main sources of information on business and potential training needs

1. Human resource planning

2. Succession planning
3. Critical incidents (incidents of significant importance to the business)
4. Management information systems
5. Performance appraisal systems

Is there a training need – Examining non-training options:

• Improving methods of work or procedure documentation

• Communication briefings
• Use of technology
• Redesigning the job
• Changing personnel
• Dealing with organisational obstacles

2
Specifying training needs

Precisely specified training need = focused training = cost effectively meeting business
need

Clear and detailed assessment of performance gap = accurate and precise specification of
training

Job specification

Sets out competencies (generic behavioural dimensions and specific knowledge, skill and
attitude dimensions) against key tasks and includes standards and measures against which
performance can be assessed.

Stages and structure in writing a job specification:

• Writing a role definition

• Specifying key tasks
• Specifying key competencies for each key task
• Specifying performance standards and measures for each key competency

Job specification acts as a yardstick against which any performance gap will be
established.

Investigating the Performance Gap

Techniques to gather data on job performance:

• Observation (direct observation, work samples, simulations)

• Interviews (unstructured, semi-structured, highly structured, performance
appraisal, non directed counselling, critical incident, repertory grid, group
discussions)
• Self-complete questionnaires (diaries/logs, tests/psychometric tests, self
reports/assessments)
• Desk research (documents/records analysis)
• Combination approaches (key person consultation, assessment/development
centres)

3
Translating Training Needs into Training action

Formal /Informal training

Formal training – Involves the intervention of someone outside the immediate work
group (out of doors, CBT, distance learning programmes, job rotation programmes, job
shadowing)

Informal training – coaching and mentoring of staff by managers

Training Specification

Blueprint or detailed plan for the training required to meet the gap in performance and for
measuring its effectiveness.

Includes:

• Background details of business need leading to training need

• Target population description
• Overall aim of training
• Training objectives
• Training methods
• Required trainer(s) skills
• Training evaluation process
• Timescale for training delivery
• Venue
• Any other constraints

Make or buy training

Make option – designing and developing a new course

Buy option – ‘off the shelf’ course purchased from an ‘inside’ or ‘outside’ supplier

Choosing a training supplier

External training providers to provide training services as and when they are needed.

Type 1:
Trainers or training consultants brought in to develop and/or deliver training in the
organisation.

Type 2:
Open courses (pre-arranged courses on specific topics) provided by many training
suppliers.

4
Planning the training

Assembling and prioritising information on training needs

Key information that would help decision-making process.

Setting priorities (e.g. Gantt charts) based on key factors (importance, urgency, trend).

Preparation and use of training plans

Document consisting of 3 parts:

• A statement of policy or direction for the period in question

• A training budget setting out the financial implications of the proposed
programme of training
• An operational plan scheduling the training in terms of timing, resources used,
e.g. trainers, accommodation, etc.

Evaluating training

Any attempt to obtain information (feedback) on the effects of a training programme, and
to assess the value of the training in the light of that information (Hamblin, 1974).

Levels of evaluation

• Reaction level}
• Immediate level} (Kirkpatrick)
• Intermediate level}
• Ultimate level}
• Cost/benefit analysis (Hamblin)

References

Bee, F. and Bee, R. (1997), Training needs analysis and evaluation, London: IPD.