Process of Training programme

Identifying the needs,

Design or Developing Training Plan
Implement the Training
Evaluate the Training
To fill the gap:
Gaps in Knowledge
1. Gaps in technology information.
2. Gaps about information on job processes.
3. Gaps in adequate knowledge about professional
management.
4. Gaps of knowledge on current development.
5. Gasps of knowledge on overall future orientation.
Gaps in Skill
A skill is the efficiency in handling a certain task, with
as much deftness as possible.

Many skills are inborn, like singing, painting, etc.

Yet , most activities can be better performed with the
help of training.
Gaps in Attitudes:
Gaps in attitudes may be related to any of the
following issues:
a. Highly bureaucratic attitude
b. Lack of an ‘open’ mind
c. Assumption of a “know all” attitude.
d. Self-defeating attitude lacking courage and
optimism
e. Attitude of shirking responsibility- escapism
f. Individualistic
g. Attitude of subservience and sycophancy.
Gaps in Performance:

There may be ambiguity in job related activities,

lack of accountability and deficiencies in the
feedback system.
All these and many such flaws lead to an adverse
effect on the level of performance. A training
programme must lay emphasis on the need for
accountability, more clear setting of targets, etc.
 Types of Training Needs

1. Democratic needs: are options for training that are

preferred, selected, or voted for by employees or
managers or both.

2. Diagnostic needs: Focus on the factors that lead to

effective performance and prevent performance
problems, rather than emphasizing on existing
problems. Diagnostic needs are identified by
studying the different factors that may affect
performance.
The goal is to determine how effective performance can
be obtained.
Analytic needs: Identify new and better ways to
perform a task. These need are generally discovered by
intuition, insight or expert consideration.

Compliance needs: Are those mandated by law. This

category of needs most often deal with mandated
training programmes such as safety training, prevention
of sexual harassment programmes, training for
implementation of reservation policy, training under the
Apprentice Act etc.
Task Person
Analysis analysis
Training
needs
analysis

Strategic
Analysis
Strategic Analysis: The pupose of this analysis is to
examine the organization, unit or department and
determine its basic business strategy, objectives and
goals.
In conducting organisational/ Strategic analysis, the
company may consider issues like;
Increased competition for old and new buisness
More demands for customized products
Greater emphasis on efficiency and cost reduction
Research and innovation
Merger, acquisition, diversification or expansion
Task Analysis: Is also known as KSA (knowledge, skill,
attitude)

Person Analysis is a phase of training needs analysis

directed at identifying which individuals within an
organization should receive training.
Data collection for TNA (Training need analysis)
A TNA involves collecting information relevant to training
from the concerned organization/department. The aim is
to have clear evidence on which to base the findings and
conclusions. There are various ways to collect
information. Although some of these can be used in
isolation, one may find it more helpful to use a
combination. Typical methods include

Reviewing Existing Documents: Review the existing

documents in respect of organizational strategies like
annual reports, business policy guidelines and vision plans.
Individual Interviews: Individual interviews can be
an efficient, flexible and rewarding way of gathering
information. Interview the current jobholders, their
supervisors, and particularly the persons considered as
superior performers in the said job roles to gather the
task related information.

Work Diaries: Work diaries provide day-today

information of an individual performance. This can be
useful when parts of the organisations are mobile or
spread out from the core.
A diary is issued to each participant to be kept over a
set period of time. This might cover the tasks carried
out and frequency.
Observation: This involves observing and noting what
is going on — that is, getting the feel of the situation.
This can be done at organizational level, occupational
level and individual level. Make sure that you use
trained observers.

Self-Assessment: This involves individuals rating their

own skills, knowledge and abilities by employees.
Sometimes employees may underestimate or
overestimate their own capabilities. Have it cross
checked from the performance data or from the
supervisor’s report.
Questionnaires: When it is not possible to collect the
data from interviewing people for valid reasons like want
of time, manpower and money; questionnaires can
serve the purpose to a large extent.

Critical Incident Technique: Critical incidents are real

events at the workplace, which lead to superior or
effective performance. Such events can clearly establish
the causes for performance or non-performance. This
involves analyzing an incident to see whether training
could have improved the outcome.
http://www.cipd.co.uk/NR/rdonlyres/C90599C3-FED6-4A7A-
84A7-9E1CF25888FC/0/1843981505sc.pdf
1. JOB AND TASK ANALYSIS

There are many reasons for analysing jobs and tasks.

One common reason is to provide a basis for job
evaluation; another is to be precise about requirements
in a selection situation.

There are also many different systems of analysis. Some

seem to generate a multitude of documents; others use
highly involved and sophisticated methodology.
Job analysis
This is a collection of statements regarding
the functions performed in a job grouped in
a way which helps a reader to get ‘the big
picture’ of what is involved. The most widely
used methods of gathering information to
prepare a job description are:

1 interviewing the job-holder(s)

2 interviewing the boss of the job-holder
3 direct observation
4 asking the job-holder to keep a record of
what is done (time-sheet or diary).
Task analysis
Many training situations do not require the in-depth
breakdown of tasks into small component parts.
However, some complex tasks must be painstakingly
analysed in order that an accurate and detailed picture is
created which will form the basis of a training manual or
programme.

One of the consequences of the widespread use of

Information Technology is that many people have to
learn to find their way around software packages.

These are becoming increasingly large and versatile, and

whereas some people cope well by trial and error and
using the manual, many others get stuck and give up.
Even those who cope well may remain ignorant of
some of the facilities available to them in the software,
or may have found a laborious way to accomplish a
task that has a much quicker solution available.

The purpose of structured training is to ensure that

everyone learns the most effective methods of
performing the required tasks, and learns them faster
than by trial and error.

Faults analysis
The key skill in many jobs is recognizing when
something has gone wrong and knowing what to do to
put things right. Fault-finding procedures can be
analysed systematically and a faults analysis chart
produced (see Table 5, overleaf).
Skills analysis
Once the task breakdown has been completed to the
required depth, each operation may be examined to
determine what skills or background knowledge are
necessary for its successful completion.

In the examples given under Task analysis above, the

operations are mainly procedural and do not require
particular skills or knowledge. However, if we look at an
aspect of the job of the telephonist such as ‘Receiving
calls’, this could be considered to require a number of
skills and considerable knowledge (see Table 6):
When completed for all tasks, this stage is sometimes
referred to as a ‘job specification’. It may form the basis
for the design of a training programme.

Otherwise, the completed task analysis or job

specification maybe used as a yardstick against which to
assess current performance.

If someone cannot do all the required tasks, then a

training need is indicated. This approach has been
developed extensively in the UK in the National
Vocational Qualification system.
SKILL MATRICES
A quick and effective way of identifying training needs at an
occupational level is to construct a skill matrix. For example,
if we were to look at a workshop involved in the modification
of light vans for a specialist purpose, we might arrive at a list
of operations (perhaps at the ‘duty’ level) such as:

¶ cut off roof

¶ cut out windows
¶ fit windows
¶ cut out vents
¶ fit panelling
¶ fit high roof
¶ fit vents
¶ thread wiring.
We might have nine employees in this
workshop whom we know well enough to be
able to ascertain whether or not each one is
capable of doing each operation. A matrix
(Table 7) may in that case be constructed.
From this matrix, it can readily be seen that we
have some possible problem areas.
There are many operations which can only be
performed by two people.
The line manager may or may not be aware of
this situation. Often the problem will be
overlooked until, say, Dawes goes sick while
Amos is on leave.
On the other hand, this may not be an issue if ‘roof
cutting’ is a once-a-month job and we can always get a
subcontractor to do it if stuck.
But Cox, Earl, Fry and Joyce can each only perform one
operation.
Again this may or may not be a problem. Perhaps they
are all new to the job, or perhaps have some limitation
which stops them learning other operations. The reasons
must be investigated.
If there is not an acceptable reason, what should the
desired skill situation be? If we discuss the matter with
line management, they might say: ‘We want everyone to
be able to do at least three operations. We want at least
three people capable of doing each cutting operation,
and four people capable of doing each of the other
operations.’
Our matrix can now be amended (see Table 8, overleaf).
We are now in a position to discuss how the
various gaps should be addressed and develop
a training plan accordingly. However, so far we
have only considered the question ‘Can he or
she perform the operation?’
and have answered that question by using a tick
or not. In other words YES or NO. Often, the
position is more complex. Grant can do wire
threading, but is very slow. Borg can fit panelling,
but the quality of her work is not up to standard.
A variety of ways of adding detail to the picture
are possible. In Table 9 below, grades are given:
A = Quality to required standard
B = Quality below required standard
1 = Speed to required standard
2 = Speed below required standard
A more complex picture has now emerged. Other coding
possibilities include the use of percentages to indicate speed, or
more sophisticated definitions of competence such as:
A = Fully competent, including fault rectification B = Fully
competent for straightforward operations C = Competent to
deal with straightforward operations with assistance
D = Competent to assist others
E = Not yet competent

Example is a retail organisation developed a system

whereby competence was denoted by the use of red, silver
and gold stars.

This positive and motivating approach was made ‘user-

friendly’ by the skill matrix being displayed in the staff
room at each branch. Not only were the training needs
easily determined by the line manager, but achieving
competence was rewarded by a certification system which
was in turn linked to pay.
INTER VIEWING
Interviewing is a technique that can appear to be very
simple when used by an experienced practitioner. Although
some people are naturally better at interviewing, the key
skills of a good investigative interviewer are all capable of
being learned. The first two skills are common to all types
of interview – questioning and listening.

SURVEY METHODS
Surveys can be very useful in the gathering of data,
including information on attitudes. People usually
participate willingly if the completion of a survey form is
not too complex or lengthy and if they think some good
will come out of the exercise.
When designing a survey you must decide on:
1. the size and nature of the sample, 2. the format of the
questions, 3. exactly how the survey is to be conducted.
APPRAISAL SYSTEMS

Many organisations see performance appraisal schemes

as an integral part of their employee development
strategy.

Schemes vary considerably from one organisation to

another, and nowadays may have a variety of names,
but almost all of them include the identification of
training needs as a key component. Most also consider
the longer-term career options available to employees,
and allow them to express their preferences.

It follows that anyone with responsibility for training and

development should influence the design of the scheme
and ensure that notice is taken of the information
generated by it.
The following Question can be helpful to develop a
training programme

1. What Is The Goal Of The Training?

2. What Does The Employee Need To Learn?
3. What Type Of Training?
4. What Method Of Instruction?
5. What Audio-Visual Aids Will You Use?
6. What Physical Facilities Will You Need?
7. What About The Timing?
8. How to prepare a budget?
9. Calculate the cost of training.
What Is The Goal Of The Training?
The questions in this section are designed to help the
owner-manager define the objective or goal to be
achieved by a training program. Whether the objective is
to conduct initial training, to provide for upgrading
employees, or to retrain for changing job assignments, the
goal should be spelled out before developing the plan for
the training program.
1. Do you want to improve the performance of your
employees?
2. Will you improve your employees by training them to
perform their present tasks better?
3. Do you need to prepare employees for newly developed
or modified jobs?
4. Is training needed to prepare employees for promotion?
5. Is the goal to reduce accidents and increase safety
practices?
6 Should the goal be to improve employee attitudes
especially about waste and spoilage practices?
7. Do you need to improve the handling of materials in
order to break production bottlenecks?
8. Is the goal to orient new employees to their jobs?
9. Will you need to teach new employees about over-all
operation?
10. Do you need to train employees so they can help
teach new workers in an expansion program?
What Does The Employee Need To Learn?
Once the objective or goal of the program is set, you will
need to determine the subject matter. The following
questions are designed to help you decide what the
employee needs in terms of duties, responsibilities, and
attitudes.
11. Can the job be broken down into steps for training
purposes?
12. Are there standards of quality which trainees can be
taught?
13. Are there certain skills and techniques which trainees
must learn?
14. Are there hazards and safety practices which must
be taught?
15. Have you established the methods which employees
must use to avoid or minimize waste and spoilage?
16. Are there materials handling techniques that must
be taught?
17. Have you determined the best way for the trainees
to operate the equipment?
18. Are there performance standards which employees
must meet?
19. Are there attitudes that need improvement or
modifications?
20. Will information on your products help employees to
do a better job?
21. Should the training include information about the
location and use of tool cribs and so on?
22. Will the employee need instruction about
departments other than his or her own?
What Type Of Training?
The type of training to be offered has an important
bearing on the balance of the program. Some types lend
themselves to achieving all of the objectives or goals,
while others are limited. Therefore you should review the
advantages of each type in relation to your objective or
goal.
23. Can you train on-the-job so that employees can
produce while they learn?
24. Should you have classroom training conducted by a
paid instructor?
25. Will a combination of scheduled on-the-job training
and vocational classroom instruction work best for you.
26. Can your goal be achieved with a combination of on-
the-job training and correspondence courses?
What Method Of Instruction?
One or more methods of instruction may be used. Some
are better for one type of training than another: for
example, lectures are good for imparting knowledge,
and demonstrations are good for teaching skills.
27. Does the subject matter call for a lecture or series
of lectures?
28. Should the instructor follow up with discussion
sessions?
29. Does the subject matter lend itself to
demonstrations?
30. Can operating problems be simulated in a
classroom?
31. Can the instructor direct trainees while they perform
the job?
What Audio-Visual Aids Will You Use?
Audio-visual aids help the instructor to make points and
enable the trainees to grasp and retain the instructions.
32. Will a manual of interaction - including job
instruction sheets - be used?
33. Will trainees be given an outline of the training
program?
34. Can outside textbooks and other printed materials
be used?
35. If the training lends itself to the use of video, film
strips or slides, can you get ones that show the basic
operation?
36. Have you drawings or photographs of the
machinery, equipment or products which could be
enlarged and used?
37. Do you have miniatures or models of machinery
and equipment which can be used to demonstrate the
operation?

What Physical Facilities Will You Need?

The type of training, the method of instruction and the
audio-visuals will determine the physical facilities
needed for the training.
In turn, the necessary physical facilities will determine
the location of the training. For example, if a certain
production machine is necessary, the training would be
conducted in the shop.
38. If the training cannot be conducted on the
production floor, do you have a conference room or a
lunch room in which it can be conducted?

39. Should the training be conducted off the

premises, as in a nearby school restaurant, hotel or
motel?

40. Will the instructor have the necessary tools, such

as a blackboard, lectern, film projector and a
microphone if needed).

41. Will there be sufficient seating and writing

surfaces (if needed) for trainee?

42. If equipment is to be used, will each trainee be

provided with his or her own?
What About The Timing?
The length of the training program will vary according
to the needs of your company, the material to be
learned, the ability of the instructor, and the ability of
the trainees to learn.

43. Should the training be conducted part-time and

during working hours?

44. Should the sessions be held after working hours?

45. Will the instruction cover a predetermined period of

time? (For example, 4 weeks, 6 weeks, 3 months.)

46. Can the length of each session and the number of

sessions per week be established?
Who Will Be Selected As Instructor?
The success of training depends to a great extent on the
instructor. A qualified one could achieve good results
even with limited resources. On the other hand, an
untrained instructor may be unsuccessful even with the
best program. You may want to use more than one
person as instructor.
47. Can you fill in as an instructor?
48. Do you have a personnel manager who has the time
and the ability to do the instructing?
49. Can your supervisor or department heads handle the
instructions?
50. Should a skilled employee be used as the instructor?
51. Will you have to train the instructor?
52. Is there a qualified outside instructor available for
employment on a part-time basis?
Who Should Be Selected?
Employees should be selected for training on the basis of
goal of the program as well as their aptitudes, physical
capabilities, previous experiences, and attitudes.
53. Should new employees be hired for training?
54. Should the training of new employees be a condition
of employment?
55. Would you prefer trainees with previous experience in
the work?
56. Are there present employees who need training?
57. Will you consider employees presently in lower rated
jobs who have the aptitude to learn?
58. Is the training to be a condition for promotion?
59. Will the training be made available to handicapped
employees whose injury occurred while employed by the
company?
60. Should employees displaced by job changes,
departmental shutdowns, automation, and so on be given
the opportunity to be trained in other jobs?
What Will The Program Cost
It may be desirable to compute the costs of your
training before starting the program. Thus, you can
budget sufficient funds for the program and use the
budget as a tool for keeping training costs in line.
62. Should you change the program for the space, the
machines, and materials used?
63. Will the wages of trainees be included?
64. If the instructor is an employee, will his or her pay
be included in the costs?
65. Will the time you and others spend in preparing and
administrating the program be part of the costs?
66. If usable production results from the sessions,
should the results of it be deducted from costs of the
program?
What Checks Or Controls Will You Use?
The results of the training program need to be checked
to determine the extent to which the original goal or
objective was achieved.
67. Can you check the results of the training against the
goal or objective?
68. Can standards of learning time be established
against which to check the progress of the trainees?
69. Can data on trainee performance be developed
before, during, and after training?
70. Will records be kept on the progress of each
trainee?
71. Will trainees be tested on the knowledge and skills
acquired?
72. Will the instructor rate each trainee during and at
the end of the course?
73. Will the training be followed up periodically by a
supervisor or department head to determine the long-
range effects of the training?
74. Should you personally check and control the
program?
How Should The Program Be Publicized?
Publicizing the company's training program in the
community helps attract qualified job applicants.
Publicity inside the company helps motivate employees
to improve themselves.
75. If the program is announced to employees, will the
announcement be made before the program starts?
During the program?
76. Are pictures to be taken of the training sessions
and used on bulletin boards and in local newspapers?
77. Should employees who complete the training be
awarded certificates?
78. Should the certificates be presented at a special
affair, such as a dinner?
79. When the certificates are awarded, will you invite
the family of the trainees?
80. Should the local newspaper, radio, and TV people be
invited to the "graduation" exercises?
Calculate the cost of training
This will include training costs such as:
Facilitator fees
Training design
Course materials
Videos and workbooks
Facilities rental
Equipment rentals (such as overhead projectors)
Production downtime (including employee time off the
job)
Videoconferencing facilities
Administration (such as registration procedures or
confirmation notices)
All the relevant costs, divided by the anticipated
number of participants, gives the cost per participant.

demonstrate to senior management a good return on

investment (ROI) for your company.

To prove that the company has a good ROI, you need

to show the link between employees' educational
proficiency and corporate earnings.
Start by outlining the total cost of the training program
and assessing the potential benefits to your
organization.

The budget must fund training that is both in line with

your organization's requirements and adequate for your
employees' needs.

Next, assess how many people need the training and

the type of training that would benefit them.
After you complete the needs assessment, it's a good
idea to compare several implementation plans and to
determine the most cost-effective plan.
Finally, develop your budget. By using an ROI approach
to develop your training budget, and by comparing
various scenarios to determine the most cost-efficient
method of delivering a training program, you are more
likely to win the support necessary to implement your
program.
Cost of lost productivity, including the time that
participants spend at training sessions instead of at
work, as well as staff time devoted to organizing the
training
Total Cost
Per trainee Cost =
No. of trainees