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 TNA is the method of determining if a

training need exists and, if it does, what
training is required to fill the gap.
 TNA seeks to identify accurately the levels of
the present situation in the target surveys,
interview, observation, secondary data
and/or workshop.
 The gap between the present status and
desired status may indicate problems that in
turn can be translated into a training need.
 Training Needs = Desired Capability –
Current Capability of the Participants

 Training can reduce, if not eliminate, the gap, by

equipping the participants with knowledge and
skills and by encouraging them to build and
REQUIRED enhance their capabilities.
PERFORMANCE OR
DESIRED  The data on the present status are vital to the
BEHAVIOUR evaluation or impact survey in the latter part of the
training cycle. These shall serve as the baseline
data.
GAP NEED/S  The following are some techniques for acquiring
such data. These may be applied independently or
in combination.
ACTUAL PERFORMANCE OR
BEHAVIOUR

1

 TNA is also the process of collecting information
about an expressed or implied organizational need
that could be met by conducting training. The need
can be a performance that does not meet the
current standard.
 It means that there is a prescribed or best way of
doing a task and that variance from it is creating a
problem.
 The TNA process helps the trainer and the person
requesting training to specify the training need or
performance deficiency.
 Assessments can be formal (using survey and
interview techniques) or informal (asking some
questions of those involved).
• Conduct the training: to tie the
performance deficiency to a working
Why
need and be sure the benefits of
conducting the training are greater than
the problems being caused by the
performance deficiency
• Conduct 2 types of analysis: need versus
want analysis and feasibility study
• Is involved in the training. Involve
appropriate parties to solve the
Who
deficiency. Conduct a target population
analysis to learn as much as possible
about those involved in the deficiency
and how to customize a training
programme to capture their interest.
06‐12‐2019
 First, identify dissatisfaction with the current situation
and desire for change as similarities among the
requests.
 Each request implies that a gap or discrepancy exists
between what is and what could be or should be.
 A learning or performance gap between the current and
desired condition is called a need.
 TNA aims at the following situations.
 Solving a current problem
 Avoiding a past or current problem
 Creating or taking advantage of a future opportunity
 Providing learning, development or growth
• Can the performance deficiency be fixed:
training can fix the performance deficiency or
How
suggest other remediation if training is not
appropriate?
• Conduct a performance analysis to identify
what skill deficiency is to be fixed by a
training remedy.
• Is the best way to perform: there is a better or
preferred way to do a task to get the best
What
results. Are job performance standards set by
the organisation? Are there governmental
regulation to consider when completing the
task in a required manner? Conduct a task
analysis to identify the best way to perform.
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 06‐12‐2019

• Will training take place: the

best timing to deliver training SURVEYS OBSERVATION
because attendance at training
When can be impacted by work cycles,
holidays and so forth
• Conduct a contextual analysis to METHODS
answer logical questions.

CUSTOMER
INTERVIEWS
FEEDBACK

 You can conduct surveys or polls with a sample pool or

all the employees of your organization. Surveys help
 When you analyze training needs through find out performance deficiencies in specific areas.
these methods, you can decide which
 To conduct a survey, you can prepare a questionnaire
particular knowledge, skills, and abilities
and circulate among your employees. The questions in
(KSAs) are required to improve workforce the survey should focus on the specific tasks and needs
performance. of the employees and organization.
 You can use different question formats such as open-
ended, closed ended(simple yes or no), projective, and
priority ranking. Allowing employees to answer
anonymously will increase the credibility and you will
get genuine answers.

3
 06‐12‐2019

 Reach a large number  May not go deep into  Training managers watch the work of
of employees in less the reasons behind employees in regular working situations.
time the persistent issues  This observation, in turn, provides enough
 Inexpensive
 Need enough time to information on performance gaps. You need
 In case of anonymity, develop an effective to consider technical, functional, and
responses are given and detailed
without fear and behavioral aspects while observing.
hesitation questionnaire
 This gives qualitative and quantitative
 Free responses might
 Easy to analyze, feedback on the existing performance.
summarize, and not be forthcoming
report

Pros Cons

 Less interruption to  Feedback can be  Interviews allow you to collect data on

unstructured; more
regular work flow anecdotal(possibly not performance gaps while talking with each
true or accurate) employee or a group of employees.
 Helps generate real-
 Need an impartial, expert
life data observer with process and  It can be formal or informal. You can
domain knowledge
 Data collection possible
conduct interviews in person or by phone, at
only in work settings work locations, or anywhere. Sometimes, you
 Employees may feel can interview the representative of the work
“spied on”
 Sometimes results may group.
deviate when observation
is ON

Pros Cons

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 06‐12‐2019

 Easy to identify  Usually time-  You will come to know performance

performance issues consuming deficiencies with customers’ feedback. They
and explore possible  Difficult to analyze specifically indicate improvement areas.
solutions and quantify results
 However, you need to formulate each
 Immediate feedback  Need an experienced
question in the feedback form so that it is
is possible interviewer to
generate data directed toward a specific service or
without making the performance.
interviewee self-
conscious

Pros Cons

 Can make  Low response rates 1 Needs Analysis Techniques

improvements with  May not give enough  There are various sources to gather
constructive feedback time for feedback information and data concerning
 Get valuable insights organisational needs. Whatever type of data
about your target gathering technique is chosen for the
audience identification of determining the
organisation needs it must be reiterated that
the information needs to be accurate and
relevant.

Pros Cons

5

 The most common techniques for collecting information for
organisation needs analysis is:
-to search current and active records and analysing the information
from sources such as performance appraisals or training records;
-to interview individual’s concerning their skills;
-to utilise group interviewing techniques;
-observing candidates in their workplace and determining their
skills by observing them;
-or using specific information gathering tools such as the Delphi
Technique (relies on pannel of experts)or the Nominal group
technique;
-using questionnaires;
-analysing competency assessments; and
-Document reviews
 Contextual inquiry combines interviews with observation.
This is a combination of employee interviews and workplace
observation that involves exploring issues with an employee
member, while situated within their normal working
environment.
 By conducting the interview ‘in context’, it becomes possible
to see the resources used by employees when conducting
work activities. The interviewer can also ask the
employees member to show them how they complete
specific activities within their work environment.
 This technique is very effective at identifying issues with
currently-available information sources and tools. Due to
its focus on systems and information sources, however, it
often provides less insight into broader cultural and business-
process issues.
06‐12‐2019
 When conducting an audit in the workplace
one of the best places to obtain the
necessary information for assessing the skills
of learners is reviewing performance
appraisals — it is a good instrument for
determining individual needs particularly
with regard to training and development.
 Obviously the performance appraisals need
to be accurate to utilise this data gathering
source.
 The Delphi technique is a group decision-making
technique designed to provide group members with
each other’s ideas and feedback, while avoiding some of
the problems associated with interacting groups.
 The members of the group do not have to be face-to-
face but are asked to respond to a questionnaire and
send their responses to a coordinator.
 Once all the questionnaires have been received from
the members the coordinator then sends them to every
member for review. Each member is allowed to
comment and analyse the others comments and then
participants either vote for the best solution or the
coordinator comes up with a consensus of opinion
based on all comments received from the participants.
6

 This technique is not that easy to administrator
and it can be time consuming trying to gather and
then resend all the information for review
 But it is a good qualitative data gathering
information which can be used to make relevant
decisions with regard to training needed in an
organisation.
 Nominal groups can be asked to give their
perspective
 on problems in an organisation,
 solutions to a given problem,
 job requirements or tasks,
 key competencies for a job,
 or issues facing the target population or
organisation.
 The questions asked of the nominal group should be
clear and open to diverse views. Narrow questions
will limit the value of the answers and compromise
the results of the session.
06‐12‐2019
 Nominal groups are a group of individuals
who are well versed about a particular
subject and with an assistance of a convenor
are asked to respond to various questions on
a subject.
 The participants are asked to prioritise the
ideas and suggestions by the group — in a
ranking order.
 The convenor gathers the information and it
allows all answers to represent the group’s
preferences and the group is also allowed to
vote to rank or rate the responses.
 Itis best to test the question on a few members of
the target population to gauge their reaction and
ensure that it will provide the desired type of
response.
 The usual format for nominal groups follows the
following four steps:
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 06‐12‐2019

Step 1: Silent generation of ideas:

For a few minutes, participants
work quietly and independently to
answer the question in writing,
generating as many ideas as
possible.
A document review of analysis is used to
determine problems that might be linked to
training and development in an organisation.
Step 2: Round-robin reporting of
Step 4: Importance rating and
ideas: A list of ideas is generated, as  This method is usually used in conjunction
each person in the group provides in
prioritising: Members of the group
prioritise the ideas.
turn one idea from his or her own with other data gathering methods to clearly
list.
find out where the problems exist.
 The focus can be narrow because of the
information needed.
Step 3: Discussion and clarification:
In this step the participants discuss
the ideas put forward, clarify their
meaning and explain why they agree
or disagree with them. No
judgements are made at this point.

 In focus groups, the group dynamic needs to be

 Focus groups are used to focus discussion on
a particular topic in a group setting. The
advantage of focus groups is that there is the
ability to gather input from larger numbers
of stakeholders.
 It is important however, that focus groups
are handled carefully in order for them to
truly glean meaningful results.
closely managed, to ensure that a small number of
individuals do not try and take over the sessions.
 Wherever possible, employees at the same level
should be involved in the focus groups because
having a more senior employees involved can
discourage more open discussions, and can reduce
the amount of useful data that is gathered.
 An advantage of focus groups is that they are able
to explore current issues and problems.

8

A 10 STEP GUIDE TO CONDUCTING
A TRAINING NEED ANALYSIS
PROCESS
 You will definitely agree that random training programs
don’t work.
 In fact, a recent research suggested the primary reason why
trainings fail is they are not needed in the first place.
 For any training to be successful, one of the first
things to do is answer these questions:
 Why do you need the training (do a skill gap analysis)
 How can you fix the skill gap (Will training help you bridge
the gap)
 Who needs to be trained (the trainee audience)
 What is the training that has to be imparted (general
content of the training)
 When should the training take place (identify the best time
and schedule to deliver the training)
 In short, your training needs would be the gap between the
current capability of your audience and the desired
capability.
06‐12‐2019
WHY DO YOU NEED A TRAINING
NEED ANALYSIS?
STEP 1: SET SPECIFIC TRAINING GOALS AND
OBJECTIVES
 You must know what you expect from the
training program.
 What are the desired business outcomes? Did our
training work?
 These questions need to be answered before you
begin with the Training need analysis:
 Business outcomes specific to either individuals,
departments to the overall organization can then
be expected from the training conducted.
 The Training Needs Analysis process should
target these goals and outcomes.
9

STEP 2: DEFINE THE TARGET GROUP FOR TRAINING
AND THEIR DESIRED COMPETENCIES
 Based on the desired business outcomes, now you
should clearly define the target group for taking the
training. Ensure that you involve your employees in
this process.
 Get to know what they think and what you are trying
to achieve with your training program.
 Map expected business outcomes with the desired
competencies of your target population.
STEP 4: DETERMINE THE TRAINABLE
COMPETENCIES OF THE TARGET GROUP
 If you realize that a particular competency will
not be impacted by training, then it does not
make sense to conduct the training.
 For instance, a customer facing role may require
people who are inclined towards interacting with
others. Trying to instill this behavior in
employees who are usually introverts will
certainly not help.
 Determine which competencies can be improved
with training.
06‐12‐2019
STEP 3: CONDUCT ONLINE ASSESSMENTS AND
EVALUATE DESIRED COMPETENCIES
 An online skill assessment can help you evaluate
desired competencies.
 In fact a 360 degree feedback(confidential
feedback among employees) can also help you
evaluate your employees’ performance and areas
of improvement.
 You should be then able to study data from
results of these assessments to determine
trainable competencies you want to include as
part of the training program.
STEP 5: CONDUCT A GAP ANALYSIS
 Now it’s time for you to analyze how many
employees require improvement in the trainable
competencies.
 For this, you need to first identify and set
standards for employee performance and analyze
how many do not meet these standards.
 Those who do not meet the standards can be
considered to be in need of training.
10

STEP 6: EVALUATE AN APPROPRIATE TRAINING
METHOD
 There might be many methods of training that you
can choose from:
 Some common methods include:
 Classroom training
 Online learning
 On the job training
 Mentoring and coaching
 Blended Learning (a style of education in which
students learn via electronic and online media as well
as traditional face-to-face teaching.)
 Conferences or University Programs
 While choosing an appropriate option, you need to
make sure that the training also allows to ‘learn by
doing’. This prepares the employee to retain the
learning and apply it on the job.
STEP 8: COMPARE THE COST V/S THE EXPECTED
BENEFITS OF CONDUCTING THE TRAINING
 Do the benefits of the training conducted offset the costs
incurred for the same?
 Even though you may be very tight on budget, here are
some costs that you should consider.
 Trainers compensation and delivery cost
 Travel and logistics costs
 Time lost on attending training
 Content development costs
 Training evaluation and reporting efforts
 During this stage, try to find a balance between the most
appropriate and the most cost effective training method.
Ideally your chosen method will achieve your desired
results and give you a return on your investment.
06‐12‐2019
STEP 7: DECIDE THE TRAINING DELIVERY
OPTIONS
 This is a very critical step that involves your
workforce composition and setting training
budgets.
 You can also select the appropriate combination,
whether you prefer e-learning, classroom training
or a blend of both.
 This is also where you set the training schedule
as well as the options and resources to deliver it.
STEP 9: EVALUATION OF THE PROPOSED
TRAINING
 After conducting the training, you should definitely know
whether the training worked. In fact the Training can be
deemed effective only if it can be successfully used on the
job.
 You can evaluate the efficacy of your training
program by asking questions:
 Did the training result in achieving desired business
objectives?
 What is the proportion of change in expected job
performance of the trained employees?
 Did the training lead to a positive return on investment?
What is the ROI?
 Has the training let to improved competencies of the target
trainee audience?
 These and many such questions that measure the training
impact versus expected outcomes can be asked to evaluate
training.
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 06‐12‐2019

STEP 10: IMPLEMENT YOUR TRAINING NEED

ASSESSMENT PLAN

 After you have carefully evaluated your training

needs, it is now time to put your plan to action.
 Create a thorough report that involves the
objectives, methodology, findings,
recommendations and further steps to carry out
the training.
 You can then use this report to implement our
Training need assessment plan to the ‘T’. (is a
form of group training where participants
(typically between eight and fifteen people) learn APPROACHES TO TRAINING NEED
about themselves ) ASSESSMENT

TRAINING NEEDS SURVEY

 This approach is based on opinions and views

 Training needs assessment survey forms the

TRAINING COMPETENCE
PERFORMANCE
TASK ANALYSIS FEEDBACK
MANAGEMENT
basis/benchmark for determining effectiveness
of the training administered
APPRAISAL DECISION
NEEDS SURVEY ANALYSIS APPROACH APPROACH
APPROACH APPROACH

 The suitability of this approach depends on:

 Openness in the organisation culture

 Size of the organisation and its population

 Complexity of job.

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 06‐12‐2019

 Survey includes:
COMPETENCE ANALYSIS
1. Survey Questioners: Web based or printed
questioners distributed to employees for  Relatively quicker
completion
 Competence analysis identify the knowledge,
2. Personal interview: Conducted by a trained
skill and process abilities required to perform
“interviewer” who follows an interview organisation business activity.
outline(or set of questions ) to be asked
 The views of all employees are collected and to
during the interview
remedy the deficiency, suitable training need is
3. Personal observations: An observation of
identified
the employee at work. It may be structured
 EMPLOYERS TYPICALLY NEED WORKERS WITH
or unstructured.

 SELF MANAGEMENT SKILLS ARE:

 Self confidence
CONTENT SKILLS - Content skills, also
known as technical, job-specific or
vocational skills, include those that relate
specifically to your line of work.
 Stress management skills

 Time management and organizational skills

SELF MANAGEMENT SKILLS- This are
some of the most important and difficult
to learn abilities in business, in the
workplace, and in our personal life.
 Self-motivation

FUNCTIONAL SKILLS- QUALIFICATIONS  Have a healthy lifestyle and a balanced diet

are designed to enable students to
develop confidence and fluency in their
subject. They equip students with the
practical skills to get the most out of
education, work and everyday life and to
help them function more confidently,
effectively and independently.

13

PERFORMANCE APPRAISAL APPROACH
 Relatively accurate approach for individual
training and development needs
 This goes with analyzing knowledge, skill and
the job requirement.
 The main idea of this approach is to find out
whether the employees on the given work or
position have the required knowledge and skill
to do it properly or not.
FEEDBACK APPROACH
 The feedback or information regarding the
necessity of T &D in a department for a group
or individual is collected. It can be from:
 Annual Reports
 Production Report
 Performance Report
 Comments of supervisors
 Comments of the colleagues etc.
06‐12‐2019
TASK ANALYSIS
 Task Analysis is the examination of each step
involved in completing a task or job, along with
a detailed description of the activities
performed in each task or job.
 It includes elements such as speed, duration,
mental activity, environmental factors , etc.
MANAGEMENT DECISION APPROACH
 In most of the small organization the
management decides who needs to be trained
and what needs to be taught.
 These decisions are based on the future
planning/ career growth plan or the
deficiencies in their employees directly noted
by the top management
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 06‐12‐2019

TYPES OF TNA
CONTRAST
• Proactive TNA is strategic and carefully
Proactive planned without a definite problem as the
focus. It is used to deliver new techniques
TNA or processes to employees, as well as
strengthen existing expectations.
Proactive TNA Reactive TNA occurs
happens when the when a problem is
weaknesses of a already obvious,
• Reactive TNA happens when a specific work force are creating the need for
Reactive problem is pinpointed. For instance, if a
worker’s performance problem is evident,
unknown and it
helps indicate where
specialized training
to correct the

TNA reactive TNA is used to correct that

specific issue.
help is needed. specific problem.

TRAINING NEED ANALYSIS AT 3 LEVELS Organisational Analysis •Corporate documents

(Focuses on strategic
planning, business need
•Survey/questioners
and goal) •Interview with key stake holders

Task Analysis- Task

performed on the job are
analysed. Knowledge, skills
Organisational Analysis- Identify and abilities needed to do
key problem areas that effects those task are analysed;
performance on an organisation steps needed in performing
wide basis the job
Job-Task Analysis
•Job description and specifications
(Focuses on the task
assigned e.g technical •Interview with job-holders
knowledge, machine
handling)
•Observations

Individual Analysis •Assessment centre’s

Individual Analysis- This level ensures that (Focuses on employee •Appraisals
individuals who need training are the ones who
actually get it and that the training introduced
performance) •Observations
bridges the gap b/w actual, current and desired
future performance

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 06‐12‐2019

 Job description includes basic job-related

data that is useful to advertise a specific job
and attract a pool of talent. JOB analysis

 Job specification also known as employee

specifications, a job specification is a written
statement of educational qualifications,
specific qualities, level of experience,
physical, emotional, technical and Job Description
Job Specification
communication skills required to perform a -job title, job location, job
summery, Reporting to , - Qualification, experience,
job, responsibilities involved in a job and working conditions, job duties,
machines to be used, hazards
training , skills, responsibilities,
emotional characteristics
other unusual sensory demands

ORGANISATI- TRAINING
OUTPUT OF TNA ONAL
ANALYSIS
NEEDS

 Assessment of skill gap IDENTIFY

PERFORMANCE
 Three level analysis for the optimization PERFOR- OPERATIONA DISCRIPENCY
 Review of the current training system and performance MANCE L ANALYSIS AND ITS CAUSES
GAP
level
 ROI and CBA(cost-benefit analysis) helps to assess the
financial benefits of training NON-
TRAINING
 Assessment of the training options NEEDS
 Helps to steam line HRIS, find out feedback PERSON
ANALYSIS
effectiveness, grievance systems
 Highlight the training requirements and non- training
needs

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 06‐12‐2019

SYSTEM APPROACH TO TRAINING

 Objective of T & D is to make a person fit for the
NON-TRAINING
job
NEEDS
 Performance depend on 3 factors: KSA

NON TRAINING NON TRAINING

 System approch comprises of different phases:
NEEDS THAT NEEDS THAT
HAVE NO KSA
DEFICIENCY
HAVE KSA
DEFICIENCY  Analyse
 Design
REWARD-

 Develop
PUNISHMENT INADEQUATE OBSTACLES IN CHANGING THE
IN- FEEDBACK THE SYSTEM JOB AIDS PRACTICE JOB ITSELF
CONGRUENCIES

 Implement
 Evaluate

SIMPLE MODEL OF SYSTEM APPROACH WHY SYSTEM APPROACH IN TRAINING

ENVIRONMENT
 System approach contributes in :
 Recognizing performance need
 Identifying training needs
DESTIBNATION-
 Develop comprehensive training plan from
organisation INPUT(person
who learned it)
(REACTION)
perspective of:
1. Organisation
2. Designing training model
3. Training consideration
SYSTEM(analyse,
OUTPUT(GOES
design, devlop,
TO) trained
implement and
persons
evaluate

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 06‐12‐2019

WHY IS SYSTEM APPROACH TO TRAINING HOW SYSTEM APPROACH TO TRAINING WORK

IDENTIFY TRAINING NEEDS

WHO NEEDS TRAINING AND WHAT DO THEY NEED TO LEARN

1. SAT IS THE
3. INDEPENDENCE
SERIES OF
OF STAGES ARE
INDEPENDENT TAKING ACCOUNT OF LEARNING THEORY(HOW PEOPLE LEARN)
CRUCIAL
SYSTEM
DESIGN AND PROVIDE TRAINING TO MEET IDENTIFIED NEEDS

4. MALFUNCTION ASSESS WHETHER TRAINING HAS ACHIEVED ITS AIM IN TERMS OF

2. SYSTEMS ARE
OR NEGLECT OF
FUNCTIONALLY
LINKED TOGETHER
ANY ONE OF SUBSEQUENT WORK PERFORMANCE
SYSTEMS
AND INTEGRATED
INEFITABLE
INTO WHOLE WORK
EFFECTS OTHERS
SYSTEM
AND TOTAL SYSTEM
IF NEED BE MAKE AMENDMENTS TO ANY OF THE EARLIER STAGES FOR IMPROVEMENT

IMPORTANT TASK IN SYSTEM APPROACH

BUILD AND MAINTAIN SUPPORT FOR T AND D

BUILD TRAINING COMPETENCIES AND CAPACITY

DEVELOP TRAINING MATERIALS

BUILD INTERNAL STRUCTURE PROCESS

STRATEGIC PLANNING

NETWORKING TRAINING RESOURCES

APPLING AND CONTROLLING PERFORMANCE

MONITORING AND EVALUATING

18