TRAINING: NEEDS ANALYSIS AND TRAINING: NEEDS ANALYSIS AND MEASURING THE EFFECTIVENESSMEASURING THE EFFECTIVENESS

UNIT – IIUNIT – II

TRAINING NEEDS ANALYSISTRAINING NEEDS ANALYSIS

What is Training NeedWhat 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?Why Training Needs Analysis?

• TNA helps:

To determine whether resources required are available or not.

To plan the budget of the companyTo identify areas where training is requiredTo find out the alternate action where

training may not be appropriate

Objective of Training Need Objective of Training Need AnalysisAnalysis

• 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 ForecastTraining Forecast

• The following future needs will force the company to train, or retrain its employees

1) Expansion 7) Promotion 2) Reorganisation 8) Seasonal variations3) New Methods 9) Change in layout 4) New Equipment 10) Special jobs5) New Products 11) Change in manning levels6) Retirements 12) Attritions

Determine the Purpose

Identify Data Needed

Design Data -Gathering Approach

Gathering Data

Analyze and Verify Data

Set Training Priorities

A Model for Needs AssessmentA Model for Needs Assessment

ADDIE or Instructional System Design Model

Analyse

Design

DevelopImplement

Evaluate

Results-based Training Design

RESULTS•Learning

•Performance•Financial•Strategic

Analyze•Needs Analysis•Needs Assessment•Performance Analysis•Job/Task Analysis•Learner Analysis•Context Analysis•Skill-Gap Analysis

Design•Objectives•Deliverables•Budgets/Schedules•Project Management•Blue Prints/Prototypes

Implement•Train the trainer•Classroom Delivery•Non-Classroom Delivery

Evaluate•Evaluation’s Role•Reactions/Learning•Transfer of Training•Business Results

Develop•Materials•Tests/Assessments•Quality Control•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 DesiredLevel of

Performance

ActualLevel of

Performance

(Projected) DesiredLevel of

Performance

Discrepancy

Discrepancy

Reveals

Reveals

Immediate Training Needs

Long Range Training Needs

Model for Needs Assessment

Determine Purpose And Objectives

Identify the DataNeeded

Design Data GatheringApproach

Gather Data

Analyze and VerifyData

Set Training 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 common for both Orgns. And people:

• There needs, therefore, to be a match between achieving organisational goals and providing attractive learning opportunities.

Assumptions (Contd…)

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 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 Performance and Needs at Level 1: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: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: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.

• 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.

Performance and Needs at Level 3: Performance and Needs at Level 3: (contd…)(contd…)

Implementing ( Level 1)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.

• 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…)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.

 

Implementing ( Level 1) (contd…)Implementing ( Level 1) (contd…)

• 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)Improving ( Level 2)

Improving ( Level 2) (contd…)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)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…)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 techniquesTools 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 Diagnosing Employee Performance ProblemsProblems

NEED RequirementsNEED Requirements

Training Need arises at three levels:

Training Need

Individuallevel

Operationallevel

OrganisationalLevel

Job Analysis, Job Descriptions andJob Descriptions andJob SpecificationJob Specification

Job Analysis(Overall

examination Process)

Job Descriptions(What the job is)

Job Specification(What the worker does)

Job AnalysisJob 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 ProcessJob Analysis Process

Source: Fisher, Schoenfeldt, & Shaw (2003)

Phase 1 Phase 1 Scope of ProjectScope of Project

• Decide purposes of project– Job design– Recruiting– Selection– Performance appraisal– Training– Compensation

• Decide which jobs to include

Phase 2 Phase 2 MethodsMethods

• 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 Phase 2 Methods Methods (cont’d…)(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 Phase 3 Data Collection & AnalysisData Collection & Analysis

• Collect job data

• Analyze job data

• Report results to organization

• Recheck job analysis data periodically

The Interview as a Method of The Interview as a Method of Collecting Job Analysis Collecting Job Analysis

InformationInformationSome 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) certificationand 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 4Phase 4AssessmentAssessment

• 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?

JobAnalysis

Job Descriptionand

Job Specification

TrainingRequirements

Job EvaluationWage and Salary

Decisions(Compensation)

PerformanceAppraisal

Recruiting andSelectionDecisions

Uses of Job Analysis Uses of Job Analysis InformationInformation

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Items Commonly Found in a Items Commonly Found in a Written Job DescriptionWritten 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 GuidelinesJob Description Guidelines

Be clear

Indicate scope of authority

Be specific

Be brief

Recheck

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Job SpecificationsJob Specifications

The job specification takes the job descriptionand answers the question, “What humantraits and experience are required to do thisjob well?”

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Jobs Specifications Based on Jobs Specifications Based on Statistical AnalysisStatistical 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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