TRAINING NEED ANALYSIS

CONCEPT OF SYSTEMATIC TRAINING MODELS

This is training which is specifically designed to meet particular objectives / or defined needs. It is
planned by people who know how to train and the impact of training is carefully evaluated.

The training is carried out through execution of logical steps that are well planned and coordinated.
It constitutes various elements that play together to make training effective.

If one element of the system is missing the system becomes dysfunctional hence in effective
training.

The elements are:

a) Identification of training needs

b) Designing and developing programs to bridge the identified gaps

c) Planning and implementing the developed programs (content delivery)

d) Follow up and evaluation of training

Features/characteristics of systematic training

 It has well defined objectives

 It’s a continuous process

 It’s well structured so as to achieve objectives

 Follows well defined logical steps

 It has an evaluation mechanism for determining its effectiveness

 It is planned for in advance, not incidental

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Establishing a systematic training program

There are two models that are used in the application of systematic training;

a) Four stage model-Systematic training cycle

b) Eight stage model-Planned training

Systematic training cycle (4 stage model)

diagram

1) Identification and definition of training needs- This involves analysis of corporate, team and
individual needs.

2) Design and development of the training program - Decide on the sort of training required to
fulfill this needs.

3) Implementation – Use of trained trainers to plan and implement the training.

4) Evaluation and review- Follow- up, monitoring and evaluation of the training to determine its
effectiveness

This 4- phase model is represented graphically by the training cycle. The model provides a good
basis for planning training programs but it is over simplified.

Training is a more complex process than this hence a more realistic approach “Planned training”
was developed.

Planned training (8-Stage model)

This is a more comprehensive version of systematic training:

1.) Identify and define training needs – Involves analyzing corporate, team and individual needs
to acquire new skills or knowledge, or to improve existing competences.

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2.) Define the Learning required – Specify what competences need to be developed what
attitudes need to be changed, specify as clearly as possible what skills and knowledge have to be
learnt.

The domains/dimensions of learning are defined

i) Cognitive domain ii) Psycho-motor iii) Affective and social skills

3.) Define the objectives of training – Learning objectives are set which define not only what
has to be learnt, but also what learners must be able to do after their training program. Objectives
must be Specific, Measurable, Achievable/attainable, Realistic and Time bound (SMART)

4. Plan training program – This must be developed to meet the needs and objectives by using the
right combination of training techniques.

5. Decide who provides the training – The extent to which training is provided from within or
outside the organization needs to be decided. At the same time, the division of responsibility
between the training department, managers or team leaders and individuals has to be determined.
6.) Implement the training – Ensure that the appropriate methods are used to enable trainees to
acquire the skills, knowledge, levels of competence and attitudes they need.

7.) Evaluate the training – The effectiveness of training is monitored during programs and
subsequently the impact of training is assessed to determine the extent to which learning objectives
have been achieved.

8.) Amend and extend training as necessary – Decide on the basis of evaluation, whether
program can be altered, or extended if, objectives have not been achieved. Also determine how any
residual training can be carried out if extension is not practical.

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Training Needs Analysis

What is a training need?

There are a number of perspectives for viewing a training need;

 A training need is a gap which exists between the true requirement of a given job and the present
capability possessed by the job holder

 Training need is when there is barrier hindering attainment of objectives that can be eliminated by
training.

It is a gap between potential and current performance by an individual, team, department or
organization that can only be bridged by training.

Types of training gaps

a) Performance Gaps: Refers to that learning required to meet performance standards for a
current task or job.

b) The Growth Gap: The learning required to meet the growth needs of employees. It includes
management development and career management programs.

c) The Opportunity Gap: Refers to learning needed to qualify for an emerging role or new job
(opportunities) in the organization.

Therefore what is Training Needs Analysis?

 It is the systematic process of determining the training gaps whether at individual, team,
departmental or organizational level.
 A Training Needs Analysis determines the needed skills of employees related to the
objectives of the business. The goal is to identify the gaps between the current skill level and
what is required to achieve and sustain business objectives
 A Training Needs Analysis is a process of understanding the training needs of employees by
identifying performance gaps and determining where the gaps can be closed by building
skills and knowledge.
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  A Training Needs Analysis often begins by examining performance trends and comparing
them to business goals.

Common trends we examine include:

• Employee Engagement

• Turnover/Retention

• Sales Growth

• Workman’s Compensation Claims

Using a Training Needs Analysis to identify the gaps between where you are and where you want to
help define solutions that are targeted and effective.

Training Needs Analysis will be conducted in the following four phases:

• Phase 1: Understand Short and Long-Term Business Goals

• Phase 2: Identify the Desired Performance Outcomes

• Phase 3: Examine the Current Performance Outcomes and Identify Gaps

• Phase 4: Establish and Prioritize a Solution

Reasons for doing Training Needs Analysis

 To identify Knowledge gaps before they become a problem whereby potential problems are
identified and employees given training to counter that.

 To help generate the training plan and calendar for the year, which is possible after identifying the
gaps, employees who need training, type of training and how fast is it required

 To identify any hidden training needs employees may have, that would otherwise would have been
left out

 To make training relevant and focused on what the organization actually needs. This saves on time
and resources for the organization

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 To help decide who is the right person for which training, it enables the organization target the
correct people for each training session

 To aid in prioritizing the training needs so that critical gaps are bridged first. Those needs that are
not too pressing can be addressed later

 To ensure that training has the desired outcomes, this is because training will be based on the
right skills sets

Types of Training Needs Analysis

There are three basic types of training needs analyses:

• Knowledge

• Skills

• Abilities.

Knowledge: Especially if your company hires newly-graduated employees, a training needs analysis
of their knowledge base is crucial. This can include things like regulations and compliance-related
issues, but also covers procedures and best practices.

Skills: With young employees just entering the workforce and with senior employees who have a
broad knowledge base, a training needs analysis of skills is crucial. This type of analysis covers not
only practical skills to do the job but also soft skills like customer relations and working with other
people. Sometimes it covers new or unfamiliar technologies.

Abilities: Do employees have the ability to problem-solve and manage risk? Are they able to
manage themselves and set objectives that help them produce results? The more independent and
empowered employees, the more productive and invested they are in their job and company.
Evaluating an employee’s ability to make decisions and become more action-oriented will only help
the business grow.

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Levels of Training Needs Analysis

i) Organizational – These are the organization wide needs that require to be addressed in terms of
competences to meet the goals of the organization

ii) Occupational/operational/Task-Skills, knowledge required to perform different tasks in the

organization

iii) Individual (personal) – Skills, knowledge and attitudes required by the individual job holders
to perform their jobs.

Triggers/Indicators of TNA in an organization

Certain circumstances, situations and incidents whether internal or external, positive or negative
may indicate that training may be required.

Positive indicators in the organization that lead to requirement for

TNA

1. New employees –This could indicate need for induction programs

2. Internal promotions or transfers – Employees may need training to fit the new location or
position

3. New procedures and systems-This will require new knowledge, skills and attitudes

4. New standards-Global standards like ISO require processes and procedures to be improve to
enhance quality, which essentially may create need for training

5. New structures and relationships (Mergers / Acquisitions)-New structures require to be manned

by new knowledge and skills. Roles may be expanded and some may be made non-existent leading
to retrenchments and redundancies. There could be need to train both those who may leave and
those to stay

6. New customers / diversification into new markets – New customers and markets create new
demands which may require new strategies, therefore may create need for training

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7. New products –This requires new knowledge and skills

8. New equipment / plants

9. Performance appraisals- If employees have not met the performance expectations they may
require training for improvement. Employees who have met or exceeded expectations may have
growth gaps which are still training gaps

10. Review of previous training plans and feedback from training events-These may reveal that
previous programs have not met expectations

11. Downsizing-When an Organization is rightsizing, the workforce is trimmed to be lean and

efficient. This implies merged roles to be occupied by skilled and efficient employees

12. Succession planning activities- The organization requires totrain employees who can occupy
vacancies that arise within the organization. This then will create a need for training programs

Negative Indicators in the organization that lead to requirement for

TNA

1. Customer complaints

2. Accident records

3. Increase in number of grievances / disciplinary situations

4. High turnover of new employees 5. Loss of customers 6. Increasing turnover of experienced

employees

7. Labor disputes

8. Standards of work not being achieved

9. Increase in wastage, rejects or errors

10. High incidence of sickness and absence

11. Decrease in productivity or performance

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12. Low response rate to internal job vacancies.

EXTERNAL INFLUENCES THAT LEAD TO TNA

1. New legislations

2. Customer requirements

3. Competitor activities

4. Suppliers activities

5. Professional body regulations or requirements.

6. Environmental changes

How to conduct training needs analysis

Training needs analysis figures out exactly where you are starting and what your company needs to
achieve its goals.

Step 1: Develop a company profile: This can include things like levels of education and experience
in the industry overall. This is a high-level overview that you’ll use as a map moving forward.

Step 2: Ask yourself the big questions: It’s always a good idea to evaluate training strategy at least
once a year or when starting a new learning program.

 What are your corporate goals?

 What are your training goals?
 What is your current (or desired) ROI?
 Do you have the right team?

Step 3: Ensure compliance: Non-compliance has been the downfall of many companies,. This
can include things like mandatory training schedules and codes of conduct for all staff, but it also
may point to department-specific training needs.

Step 4: Begin charting the road ahead: Think deeply about what the company is trying to achieve
in their company overall and what they want from the training specifically.

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Step 5: Analyze current training materials and methods: Many companies recognize the
importance of employee training and have some materials and methods in place. See what is
working, what can be tweaked, and what is ineffective.

Step 6: Develop recommendations: Finally, after evaluating your existing company, its goals, and
its current training methods, recommendations are made in these key areas:

• Training delivery methods

• Onboarding or off boarding practices

• Learning gaps and deficiencies

• New industry or technology trends

• Updated regulatory requirements

• Changes to improve employee engagement

• Updates to reduce training costs and resources

• Tracking and assessing results over time

• Addressing any accessibility concerns

METHODS OF ANALYZING TRAINING NEEDS

1. Analyzing the business and human resource plans

The HR strategies and plans of an organization should indicate in fairly general terms the types of
skills and competences that may be required in future. The plans also indicate the number of people
with those skills and competences who will be needed. Therefore based on this plans the training
requirements are identified and training designed as per the requirement in the various departments.
2. Job Analysis, Job Descriptions and Specifications

Job analysis collects data to determine the detailed content of the jobs, Job description gives the
factual statement describing the job while Job Specification is a statement of employee
characteristics and qualifications (skills and knowledge) required for satisfactory performance of the

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of the job. By comparing the job requirements with the knowledge and skills possessed by the job
holder, a mismatch may be identified. This mismatch will be the training gap

3. Analysis of Performance Reviews

Performance Mgt. processes and performance appraisal systems are a prime source of information
about individual learning and development needs. Employees with training gaps, whether they are
performance related or growth related can be identified The performance mgt. approach to learning
concentrates on the preparation of performance improvement programs and learning contracts or
personal development plans which are related to jointly determined action plans. The emphasis is
on continuous development.

a) Observation – There are 3 types of observation

 Direct observation - where the analyst who could be the supervisor observes performance of
employees at their work place to determine whether they are performing the tasks as expected.

 Work samples – The supervisor examines the finished product rather than the production
process. Then he/she compares the product against the ideal quality to identify errors or areas of
weaknesses.

 Simulation – An assessment is set up in simulated conditions. These simulated conditions enables

the analysts to see how people respond to certain situations and therefore what gaps they may have.

b) Interviews – Interviews can be structured or unstructured, formal or informal. Interviews

with job holders, supervisors, Managers and even customers can be conducted in the work
place, off the job, face to face or by telephone.
c) Questionnaires – These can either be open ended or closed ended or a combination.
Questionnaires can be administered to the job holders, the supervisors and even customers
d) Literature review/Documents and Records Analysis This technique uses secondary data. It
is a form of desk research where information obtained from available records such as previous
appraisals and performance reviews, organizational reports on performance and productivity.
e) Tests and examinations Employees can be given tests and Exams for example proficiency
tests which test their skills in certain tasks. Knowledge tests can test how much they understand
their job, hazards surrounding the job and the safety measures that they are required to observe

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 f) Focus group discussions The focus is on job or role analysis for individuals, group issues or
tasks. Group discussions use brainstorming.
g) Consultation with experts. Experts have a lot of experiences across the industries and can
therefore provide vital information for determining the kind of training that certain
organizations require

STEPS IN CONDUCTING A NEEDS ASSESSMENT

Step 1: Perform gap analysis. This involves comparing the actual performance of the
organization, team, and individual against the standards and performance expectations.

Step 2: Identify priorities and importance – This entails examining the gaps identified and
identifying how important and urgent they are to the organizational goals, realities and constraints.
Such considerations include cost issues, legal mandates, executive pressure and customer needs

Step 3: Identify causes of performance problems and Opportunities – This is undertaken to

confirm the existence of the gap and other opportunities that could be existing.

Step 4: Identify possible solutions and growth opportunities – This entails identifying areas
where training will provide solutions, where it will lead to organizational development, and where
training is not a solution to organizational problems.

Ways of improving the Training Needs Analysis exercise

1. Inclusivity- TNA exercise should involve individual employees, teams, Managers and other
stakeholders so that it doesn’t seem like another ‘Management affair’.

2. Continuous/regular – TNA should be done as frequently as is practically possible probably

integrated into the supervisory roles of line Managers. This enables the Managers to apply the ‘just
in time’ coaching and other interventions that aid employees to stay on right track of performance.
The monthly, quarterly, bi-annual and annual reviews that indicate major training needs will
complement the more frequent reviews

3. Briefing and communication to the employees- It’s important that employees understand the
objectives of the exercise, when it will be carried out, and their role in the exercise so that they can
prepare. This enables employees to give accurate and reliable information

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4. Train analysts- It should not be assumed that the Supervisors and other analysts can plan,
collect data and analyze it. All analysts should be trained on the techniques of designing data
collection tools, administering them and analyzing the raw data so that it can be useful information.
They should also be trained n good communication skills which would enable them to compile a
clear concise Training Needs Analysis report. Training also enables all analysts to apply a common
approach

5. Integrated approach-Combining different tools, techniques and methods improves data validity,
reliability and integrity for example a questionnaire to the job holders can be combined with
observation by the analyst and an interview for the supervisor. This provides more comprehensive
and corroborated information.

6. Follow up the exercise with relevant training – This shows that the purpose for the exercise
is being achieved and that it is not a waste of time and it’s not done for the sake of it

7. Provide enough time for collecting and analyzing data- Training Needs Analysis should not
be done in a hurry if comprehensive information is to be acquired

LIST/REFERENCES.

1. Flippo Edwin; Personnel Management. (Boston M.A. Irwin McGraw-Hill)

2. Graham, H.T. and Bennett R: Human Resource Management. (London: Pitman Publishing
Company).
3. Heneman, Schwab, Fossum, Dyer: Personnel/Human Resource Management. (Boston,
Richard D. Irwin Inc)
4. Armstrong M and Long P., The Reality of Strategic Human Resource Management.
(London, Institute of Personnel Management).
5. Armstrong M., Human Resource Management Practice. (London, Kogan Page Ltd)(11th
edition) Byars L.L., and Rue L. W: Human Resource Management. (Boston M.A. Irwin
McGraw-Hill)
6. Cascio Wayne., Human Resource Management. (New Delhi, Tata McGraw-Hill)
7. Cole G. A. Personnel and Human Resource Management. (London, Continuum,)

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