TRAINING: NEEDS ANALYSIS AND

MEASURING THE EFFECTIVENESS

UNIT – II

TRAINING NEEDS ANALYSIS

 What is Training Need

• It is the:
Gap between the knowledge, skills and
attitudes that the employee possess and the
knowledge they require to meet he
organizations objectives
 Why Training Needs Analysis?

• TNA helps:

To determine whether resources required

are available or not.
To plan the budget of the company
To identify areas where training is required
To find out the alternate action where
training may not be appropriate
 Objective of Training Need Analysis

• To identify the GAP between what is available

and what is required among the people in
terms of KSA.

• GAP analysis is the root of TNA.

 Training Forecast

• The following future needs will force the

company to train, or retrain its employees
1) Expansion 7) Promotion
2) Reorganisation 8) Seasonal variations
3) New Methods 9) Change in layout
4) New Equipment 10) Special jobs
5) New Products 11) Change in
manning levels
6) Retirements 12) Attritions
A Model for Needs Assessment

Determine the Purpose

Identify Data Needed

Design Data -Gathering Approach

Gathering Data

Analyze and Verify Data

Set Training Priorities

ADDIE or Instructional System Design
Model

Analyse

Evaluate Design

Implement Develop
Results-based Training Design

Analyze
•Needs Analysis
•Needs Assessment
•Performance Analysis
•Job/Task Analysis
•Learner Analysis
•Context Analysis
•Skill-Gap Analysis
Design
Evaluate •Objectives
•Evaluation’s Role •Deliverables
RESULTS
•Reactions/Learning •Budgets/Schedules
•Learning
•Transfer of Training •Project Management
•Performance
•Business Results •Blue Prints/Prototypes
•Financial
•Strategic

Implement Develop
•Materials
•Train the trainer
•Tests/Assessments
•Classroom Delivery
•Quality Control
•Non-Classroom Delivery
•Production
Needs Analysis and Needs Assessment

Needs Analysis: Investigating into whether

training or some other organizational
intervention can solve a performance problem or
enable a desirable new performance i.e.,
examining a problem at hand and finding the
cause for the same.

Needs Assessment: Determining what KSA are

required to perform a job.
Defining Immediate and long range
training needs
Current Desired
Level of
Performance
Immediate Training
Discrepancy Reveals Needs
Actual
Level of
Performance
Long Range Training
Discrepancy Reveals
Needs
(Projected) Desired
Level of
Performance
 Model for Needs Assessment

Determine Purpose Gather Data

And Objectives

Identify the Data Analyze and Verify

Needed Data

Design Data Gathering Set Training

Approach Priorities
 Assumptions

 About Organisations:
• Has objectives to achieve for the benefit
of all shareholders
• These can be achieved only thru the
people in the orgn.thereby maximising
the opportunities for Development
• Hence people must know what they
should learn so as to achieve the goals.
 Assumptions (Contd…)

 About People:
 Have aspirations, want to develop and
learn new abilities and use them.
 Hence they need appropriate
opportunities,resources and conditions.
 Therefore the organisations must
provide effective and attractive learning
resources and conditions.
 Assumptions (Contd…)

 Assumptions common for both Orgns. And

people:

• There needs, therefore, to be a match

between achieving organisational goals
and providing attractive learning
opportunities.
Link Between Training and performance

• In order to achieve our objectives we

need our people to question the way we
do things

• Therefore, our people need to teach to

question the way we do things

• The Training need is about learning to

question the way we do things
 Levels performance
• Three levels of Performance:

– Level -1 : Implementing (L1)- doing

things well

– Level -2 : Improving (L2) – doing

things better

– Level -3 : Innovating (L3) – doing new

things and better things.
Performance and Needs at Level 1:

• Implementing – level needs arises where

the main problem is the gap between
desired and actual performance.

• Other words, people should learn how to

do the job WELL. i.e. Bring Performance
to the desired standard and maintain it.
 Performance and Needs at Level 2:

• Improving is about improving the

performance at everyone by raising the
standard.i.e. continuous improvement

• These modes 1, 2 and 3 are the focus of

most basic instruction and training to new
comer/ existing ones in the organizations.
Performance and Needs at Level 3:

Still further level of improvement:-

• Innovating is making a step – change

rather than one that is continuous or
incremental

• This can be done by a thorough review of

all the process and how they are
interrelated.
 Performance and Needs at Level 3:
(contd…)

• Q. Asked: Why we do what we do and

what are we trying to achieve?
• Modes of Learning at each level of
performance.
• Researchers have shown that each level
of performance different learning modes are
involved.
 Implementing ( Level 1)
• Concerned with doing things well, calls for
basic learning in terms of following modes:
• Mode 1 - Adhering:
– Learning to carry out basic tasks correctly.
– Done by adhering to the rules laid down for
doing the job and following precisely the
procedure set.
Eg: Safety and health factors involved.
Pilots do everything by the book.
 Implementing ( Level 1) (contd…)

• Mode 2 - Adapting-

– when we may need to bend the rules slightly

and make adjustments in procedures in order
to make things work better – may be minor
changes – unpredictable situations

– Ex: Pilots in emergency - crash landing not

being thought.
 Implementing ( Level 1) (contd…)

• Mode 3 – Relating

– Involves learning to understand why things

have need set up the way they have

– What is to be talked to whom – relating the

rules and procedures with reasons,
customs, norms and conventions.
 Improving ( Level 2)
• Mode 4 – Experiencing

– concerned with ‘doing things better’.

– Requires (in addn to 1, 2 & 3) an ability to act
more independently, to take initiatives, and
make sense out of it for oneself, as to what is
going on.
– Results in enhanced ability to translate
personal understanding and meaning into
actions. Thus, we become aware of the input
and output.
 Improving ( Level 2) (contd…)

• Mode 5 – Experimenting

– Learning to design and carry out systematic

processes in the form of experiments.
– Coming out with new processes, methods,
designs etc.
e.g. Pilot’s Operation Manual, is the outcome of
someone’s experiments with that aircraft
class.
 Innovating ( Level 3)

• Mode 6 – Connecting
– Connecting things events and people,
and allowing integration and synergy to
be achieved.
– Efforts of various groups of people are
brought together, into a synergistic
whole
– Thereby, we know our position and that
of others
– Hence, requires a holistic view of the
whole situation
 Innovating ( Level 3) (contd…)
• Mode 7 – Dedicating

– Where we learn to work out a sense of

purpose.
– Deals with: why, when, and how we
are doing a particular action
– Aim is to develop a sense of ‘what is in
it’, not only for the individual, but for the
organization, and the people in it, as a
whole.
 Tools and techniques

Employee Performance appraisal:

• This method suits where training needs

are highly varied amongst individual
employees.
• The ‘needs’ of the organisation minus the
present performance level equals the gap.
Some needs are -
» Business needs
» Job Performance needs
» Training needs
» Individual needs
Diagnosing Employee Performance
Problems
 NEED Requirements

Training Need arises at three levels:

Training Need

Organisational Individual Operational

Level level level
 Job Analysis, Job Descriptions and
Job Specification

Job Descriptions
(What the job is)
Job Analysis
(Overall
examination
Process)
Job Specification
(What the worker does)
 Job Analysis

• Job analysis can be used for several purposes

• Job analysis is finding out everything about

the job that the trainer will need to know
such as Purpose/Setting/Facilities/
Execution/Liaison/Position
Job Analysis Process

Source: Fisher, Schoenfeldt, & Shaw (2003)

 Phase 1
Scope of Project
• Decide purposes of project
– Job design
– Recruiting
– Selection
– Performance appraisal
– Training
– Compensation

• Decide which jobs to include

 Phase 2
Methods

• Decide which types of data are needed

– Tasks & duties
– Qualifications: KSAs & other
characteristics
• Identify sources of job data
– Job incumbents: observation, interview,
questionnaire
– Supervisors: interview, questionnaire
– Other sources
 Phase 2
Methods (cont’d…)
• Select job analysis procedure
– Narrative
– Engineering approaches (e.g., time &
motion)
– Structured job analysis procedures
• Other examples: Critical Incidents Technique
(CIT),
• Functional Job Analysis (FJA),
• Position Analysis Questionnaire (PAQ),
• Task Inventory Procedure (TIP),
• Ability Requirements Scales (ARS),
• Personality-Related Procedures and
• Managerial Procedures.
 Phase 3
Data Collection & Analysis

• Collect job data

• Analyze job data

• Report results to organization

• Recheck job analysis data periodically

 The Interview as a Method of
Collecting Job Analysis Information
Some typical interview questions include:
 What is the job being performed?
 What are the major duties of your position?
 What physical locations do you work in?
 What are the education, experience, skill, and (where applicable) certification
and licensing requirements?
 What activities do you participate in?
 What are the job’s responsibilities and duties?
 What are the basic accountabilities or performance standards that typify
your work?
 What are your responsibilities? What are the environmental and working
conditions involved?
 What are the job’s physical demands? The emotional and mental demands?
 What are the health and safety conditions?
 Are you exposed to any hazards or unusual working conditions?

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 Phase 4
Assessment

• Evaluate results against criteria of benefits,

costs, and legality

– Is the information job-related?

– Is the information reliable & valid?
– Are the job descriptions being used
appropriately?
 Uses of Job Analysis Information

Job
Analysis

Job Description
and
Job Specification

Job Evaluation
Recruiting and Wage and Salary Training
Performance
Selection Decisions Requirements
Appraisal
Decisions (Compensation)

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Items Commonly Found in a Written
Job Description

1. Job identification
2. Job summary
3. Responsibilities and duties
4. Authority of incumbent
5. Standards of performance
6. Working conditions

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Job Description Guidelines

Be clear

Indicate scope of authority

Be specific

Be brief

Recheck

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 Job Specifications

The job specification takes the job description

and answers the question, “What human
traits and experience are required to do this
job well?”

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 Jobs Specifications Based on
Statistical Analysis
The procedure has five steps:
1. Analyze the job and decide how to measure job
performance.
2. Select personal traits like finger dexterity that you
believe should predict successful performance.
3. Test candidates for these traits.

4. Measure these candidates’ subsequent job

performance.
5. Statistically analyze the relationship between the
human trait (finger dexterity) and job performance.
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