The workshop will stress the fact that TNA is not a static concept The workshop will stress the fact that TNA is not a static concept that is translated into action only every now and then, but is that is translated into action only every now and then, but is indeed a never-ending process that should be fully integrated indeed a never-ending process that should be fully integrated within the overall framework of any organization Training and within the overall framework of any organization Training and Development and its strategic vision, goals and objectives.Development and its strategic vision, goals and objectives.
That TNA deserves to be managed judiciously, effectively, That TNA deserves to be managed judiciously, effectively, efficiently and wisely by identifying and assessing the gap efficiently and wisely by identifying and assessing the gap between the knowledge, skills and attitudes that the people in the between the knowledge, skills and attitudes that the people in the organization currently possess and the knowledge, skills and organization currently possess and the knowledge, skills and attitudes that they require to meet the organization’s goals, attitudes that they require to meet the organization’s goals, objectives and performance standards.objectives and performance standards.
SCOPE OF WORKSHOP SCOPE OF WORKSHOP
WORKSHOP OBJECTIVES WORKSHOP OBJECTIVES
•To understand the purpose and dynamics of TNA.
•To realize its relevance and crucial importance in the way an organization manages it most critical asset (its people),
•To know how to design, develop and conduct comprehensive and effective TNA exercise.
•To provide participants with the necessary knowledge , skills, aptitudes, motivation, competence and tools to decide when it should be done, why and by whom.
WORKSHOP OBJECTIVES… WORKSHOP OBJECTIVES…
The workshop will impress upon all participants the critical importance of how.
•How to assess the results and recommendations of the TNA exercise.
•How to implement them.
•How to evaluate the ensuing consequences.
TRAINING NEEDS ANALYSIS
“It is important to identify training needs before trying to
implement any training solutions.”
EVALUATE TRAINING
EVALUATE TRAINING
CONDUCT TRAINING NEEDS
ANALYSIS
CONDUCT TRAINING NEEDS
ANALYSIS
IDENTIFY LEARNING
OBJECTIVES
IDENTIFY LEARNING
OBJECTIVES
DESIGN TRAINING COURSE
DESIGN TRAINING COURSE
CONDUCT OF TRAININGCONDUCT
OF TRAINING
1
2
34
5
A A Training Needs Analysis (TNA)Training Needs Analysis (TNA) is used to is used to assess an organization’s training needs. The assess an organization’s training needs. The root of the TNA is the gap analysis. This is an root of the TNA is the gap analysis. This is an assessment of the gap between the knowledge, assessment of the gap between the knowledge, skills and attitudes that the people in the skills and attitudes that the people in the organization currently possess and the organization currently possess and the knowledge, skills and attitudes that they knowledge, skills and attitudes that they require to meet the organization’s objectives.require to meet the organization’s objectives.
TRAINING NEEDS ANALYSIS
TRAINING NEEDS ANALYSIS PURPOSETRAINING NEEDS ANALYSIS PURPOSE
TRAINING NEEDS ANALYSIS
TRAINING NEEDSTRAINING NEEDS
• Gap between the present level of actual performance and preferred performance that can be narrowed through training
• An outline of desired skills and abilities to be developed in order to improve the performance of the organization
TRAINING NEEDS ANALYSIS
100 %100 %
75 %75 %
50 %50 %
90 %90 %
standard/preferred standard/preferred performanceperformance
present level of present level of actual performanceactual performance
GAP-TRAINING NEEDSGAP-TRAINING NEEDS
SKILLS, KNOWLEDGE AND ATTITUDE SKILLS, KNOWLEDGE AND ATTITUDE TRAINING REQUIREMENTSTRAINING REQUIREMENTS
0 %0 %
Why Conduct a Training Needs Why Conduct a Training Needs Analysis?Analysis?
•To determine what training is relevant to your To determine what training is relevant to your employee’s job,employee’s job,
•To determine what training will improve performance,To determine what training will improve performance,
•To determine if training will make a difference,To determine if training will make a difference,
•To distinguish training needs from organizational problems, andTo distinguish training needs from organizational problems, and
•To link improved job performance with the organization’s goals To link improved job performance with the organization’s goals and bottom line.and bottom line.
TRAINING NEEDS ANALYSIS
TRAINING NEEDS ANALYSIS
WHEN DOES A TRAINING WHEN DOES A TRAINING NEED EXIST?NEED EXIST?
• A training need exists when an employee lacks the knowledge or skills to perform an assigned task satisfactorily.
TRAINING NEEDS ANALYSIS
TEST FOR A TRAINING NEEDTEST FOR A TRAINING NEED
• Does the employee know how to meet the performance standards for an accountable tasks.
TRAINING NEEDS ANALYSIS
INDICATIONS FOR THE NEEDS OF TRAINING
Standards of work performance are not metStandards of work performance are not met
AccidentsAccidents
Excessive scrapExcessive scrap
Frequent need for equipment repairsFrequent need for equipment repairs
High rate of evaluation reportsHigh rate of evaluation reports
Low rating of evaluation reportsLow rating of evaluation reports
TRAINING NEEDS ANALYSIS
People use different method to do one jobPeople use different method to do one job
BottlenecksBottlenecks
Deadlines are not metDeadlines are not met
Excessive fatigue, fumbling, Excessive fatigue, fumbling, discouragement and struggling on the jobdiscouragement and struggling on the job
INDICATIONS FOR THE NEEDS OF INDICATIONS FOR THE NEEDS OF TRAININGTRAINING
TRAINING NEEDS ANALYSIS
LEVELS OF LEVELS OF TRAINING NEEDS TRAINING NEEDS
IDENTIFICATIONIDENTIFICATION
NEEDS AT ORGANIZATION
LEVEL
NEEDS AT ORGANIZATION
LEVEL
NEEDS AT INDIVIDUAL
LEVEL
NEEDS AT INDIVIDUAL
LEVEL
NEEDS AT OCCUPATIONAL
LEVEL
NEEDS AT OCCUPATIONAL
LEVEL
LEVELS OF TRAINING NEEDS IDENTIFICATION
TRAINING NEEDS ANALYSIS
Where a general weakness in the organization exist. Where training in the organization is most needed
What is needed in terms of skill, knowledge and attitude to carry-out the various duties related to a particular job or occupation .
Determining deficiencies in particular skills, knowledge and attitude on the part of the individual.
TRAINING NEEDS ANALYSIS
THE PROCESS OF TRAINING THE PROCESS OF TRAINING NEED IDENTIFICATIONNEED IDENTIFICATION
WHOSE RESPONSIBILITY?WHOSE RESPONSIBILITY?
• Supervisor?Supervisor?• Training Specialist?Training Specialist?• Personnel Manager?Personnel Manager?• Human Resource Manager?Human Resource Manager?• President?President?
•ALL
TRAINING NEEDS ANALYSIS
METHODS FOR DETERMINING TRAINING NEEDS
ObservationObservation
Management RequestManagement Request
Job AnalysisJob Analysis
InterviewInterview
Group ConferencesGroup Conferences
TRAINING NEEDS ANALYSIS
Questionnaire SurveysQuestionnaire Surveys
Test or ExaminationTest or Examination
Long-range Organizational Long-range Organizational PlanningPlanning
Personal RecordsPersonal Records
Business and Production Business and Production ReportsReports
METHODS FOR DETERMINING TRAINING NEEDS ( cont.)
TRAINING NEEDS ANALYSIS
STEPS INVOLVED IN THE IDENTIFICATION OF TRAINING NEEDS
Define problems which can be Define problems which can be solved through trainingsolved through training
Establish StandardsEstablish Standards
Identify the gaps-training needsIdentify the gaps-training needs
Identify the need for trainingIdentify the need for training
TRAINING NEEDS ANALYSIS
WHAT ARE THE DATA REQUIRED IN ANALYZING TRAINING NEEDS?
1. Get the detailed description of the specific task or process and their sequential relationships. The data obtained will serve as the basis for establishing the performance standards against which both the training activities and behavioral change may be measured
TRAINING NEEDS ANALYSIS
WHAT ARE THE DATA REQUIRED IN ANALYSING TRAINING NEEDS?
2. Secure or develop (if not available) performance standards used in the organization in terms of measurable end-results. Where the standards are subjective, these must be accepted and understood by those affected. Where there is not possible, qualitative standards may be used.
3. Determine the present measurable performance.
TRAINING NEEDS ANALYSIS
SKILLS INVENTORY PROCESS FLOW
PRE-INVENTORY ANALYSIS
PRE-INVENTORY ANALYSIS
DACUMWORKSHOP
DACUMWORKSHOP
INVENTORY OF
TRAINING NEEDS
INVENTORY OF
TRAINING NEEDS
PROGRAM DESIGN
PROGRAM DESIGN
VERIFICATION OF TASKS
AND DUTIES
VERIFICATION OF TASKS
AND DUTIES
Gather related info.
Conduct interview
Review and evaluate
job descriptions
Conduct brainstormingworkshop
Determine the job profile for each position
Validation of duties and tasks
Establish standard competencyprofile
Designing survey instruments
Evaluate and
analyze training needs
Designing training program per job holder/position
Step # 1 Step # 2 Step # 3 Step # 4 Step # 5
DACUM COMPETENCY PROFILE FOR DACUM COMPETENCY PROFILE FOR ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 1ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 1
A Perform monitoring of electrical equipment for production process line 1
A-1 Monitor current of AC three-phase motor (X)
A-2Monitor frequency of VFD(X)
A-3Monitor temperature of VFD panel (X)
A-4Monitor DC drives control panel(X)
A-5Monitor DC motor carbon brush sparking@ CRM
A-6Inspect carbon brush of DCmotors
A-7Monitor daily power consumption(X)
A-8Monitor MORGOIL oil level at CRM
A-9Monitor electrical room temperature(X)
A-10Monitor motor temperature
A-11Inspect commutator bars surface condition
A-12Check battery solution level
A-13Inspect limit switches
A-14Check motor vibration
A-15Submit daily monitoring report
DUTIES TASKS
TRAINING NEEDS ANALYSIS
B Perform preventive maintenance of electrical equipment for production process line 1
B-1 Perform turnover of equipment concern
B-2Calibrate X-ray machine @ CRM
B-3Calibrate PPL side trimmer
B-4Calibrate centering guide
B-5Calibrate flow meter
B-6Calibrate transducer
B-7Calibrate level transmitter
B-8Clean signal transmitter unit(STU) @ CRM
B-9Clean ARP’s spark plug for LPG burner system
B-10Service AMS rack
B-11Service I/O panel
B-12Adjust electronic caliper
B-13Adjust crane bus bar
B-14Refill crane gear box oil
B-15Refill battery solution
B-16Refill humidifier distilled water
B-17Clean camera lens (X)
B-18Clean load cell connector
B-19Clean spray header connector
B-20Set branding of printer
DACUM COMPETENCY PROFILE FOR DACUM COMPETENCY PROFILE FOR ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 1ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 1
DUTIES TASKS
TRAINING NEEDS ANALYSIS
A Perform monitoring of production process line 2 electrical equipment
A-1 Monitor bushing temperature
A-2Monitor pot temperature
A-3Monitor inductors parameter (PF, current and voltage)
A-4Can check pH level of welder coolant system
A-5Perform PLC on-line monitoring
A-6Monitor current of variable speed three-phase motor (X)
A-7Monitor frequency of variable frequency driver (X)
A-8Monitor temperature of variable frequency drives panel (X)
A-9Monitor DC drives control panel (X)
A-10Inspect carbon brush (DC)
A-11Monitor daily power consumption (X)
A-12Accomplish daily inspection checklist
A-13Monitor electrical room temperature (X)
A-14Monitor motor temperature
A-15Inspect commutator bars surface condition
A-16Check battery solution level
A-17Inspect limit switches
A-18Monitor motor vibration
A-19Submit monitoring report
DACUM COMPETENCY PROFILE FOR DACUM COMPETENCY PROFILE FOR ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 2ELECTRICAL MAINTENANCE TECHNICIAN--PRODUCTION LINE 2
DUTIES TASKS
TRAINING NEEDS ANALYSIS
TRAINING NEEDS ANALYSIS
LEVEL OF SKILLS AND KNOWLEDGE ( How much do you know these bodies of skills and knowledge)
Rating Descriptive Equivalent
0 N/A (not applicable) 1 cannot do (with no practical application) 2 able to do but requires maximum supervision 3 able to do with minimum supervision 4 able to do on his own without supervision 5 able to do and can teach others (process expert/champion)
INSTRUCTIONS :
Listed below are the competencies that you should possess if you are occupying the above-mentioned position. Kindly read through the competencies given and indicate your level of skills and knowledge or whether you need additional training in your present job position. You can do so by simply checking ( ) the appropriate boxes after each task statement using the following rating scale :
COMPETENCY THERMOMETER
(TRAINING NEEDS INVENTORY CHECKLIST)(TRAINING NEEDS INVENTORY CHECKLIST)
ELECTRICAL MAINTENANCE TECHNICIAN FOR PL1Position Title
You may now START HERE :
JOB COMPETENCY STATEMENT
0 1 2 3 4 5
DUTY APERFORM MONITORING OF PRODUCTION LINE 1 (PL1) ELECTRICAL EQUIPMENT
A-1 able to monitor current of AC three-phase motor. (X)
A-2 able to monitor frequency of variable frequency drive (X)
A-3 able to monitor temperature of variable frequency drive panel (X)
DO NOT LEAVE any job competency statement unrated.
LEVEL OF SKILLS COMPETENCY
Electrical Basic Skills Elements
Understanding(UN)
Adjusting (AD) Changing(CH)
Dismantling(DM)
•Proximity Switches
•AC Inverters
•AC Motors
•DC Motors
•Resistor
•Capacitor
•Relays
•Contactors
•Timers
Name Name : : Juan Bautista FernandoJuan Bautista FernandoDepartment/SectionDepartment/Section : : Electrical Engineering and MaintenanceElectrical Engineering and MaintenanceJob PositionJob Position : : Electrical MaintenanceElectrical MaintenanceJob LevelJob Level : : RF3RF3
SKILLS COMPETENCY TEMPLATESKILLS COMPETENCY TEMPLATE
Evaluated by : ___________________________________ Noted by : _______________________________
NAME:-_________________________________________POSITION:________________________________DEPT./SECTION:_________________________________FOR THE YEAR: ___________________________
A. MUST DEVELOP SKILLS AND KNOWLEDGE: ( Based on the requirements of the job, specify the skills an employee holding the indicated position should develop to ensure effective performance of the job .)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________B. NICE TO HAVE SKILLS AND KNOWLEDGE : (These refer to related skills that will enable an employee to perform same level, or even higher level jobs within the section; probably as a back-up or reliever. These skills, if developed may also increase employee’s efficiency in performing assigned tasks.)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Prepared by:___________________ Date:_________ Checked by :____________Date:_______Noted by :___________________ Date:_________ Approved by: ___________ Date:_______
JOB SKILLS AND KNOWLEDGE REQUIREMENTS
Identify an area(s) in your department which you think needs training.
1. What section/unit ?____________________________________________________________________________________
2. What particular job/occupation ?____________________________________________________________________________________
3. What skills and knowledge needed ?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Who’s individual needs training?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Write down your recommended training plan and the training program._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANALYSIS OF TRAINING NEEDS THE WORKPLACE
PREPARED BY : ______________________PREPARED BY : ______________________ NOTED BY :___________________________
ON HOW TO IDENTIFY SPECIFIC SKILLS REQUIREMENTS
Form a group that is composed of 4-7 people. Too small a group may generate only little ideas, too large may be difficult to control.
It is preferable that the group will be composed of persons of varying backgrounds/discipline.
See to it that the persons composing the group are of more or less than same position or level.
Select a group secretary to record the result/s of the workshop session.
GUIDELINES OF THE WORKSHOP SESSIONGUIDELINES OF THE WORKSHOP SESSION
Before starting the session, the group leader should define clearly the problem and its background.
The workshop discussion should be as “free wheeling” as possible.
Record every idea no matter how remote its probabilities seem.
Do not judge! That will come later.
GUIDELINES OF THE WORKSHOP SESSIONGUIDELINES OF THE WORKSHOP SESSION
TNA WORKSHOP ACTIVITYTNA WORKSHOP ACTIVITY
ACTIVITY 1ACTIVITY 1(BY GROUP(BY GROUP))
ACTIVITY 2ACTIVITY 2(PRESENTATION)(PRESENTATION)
Determine or identify
the various skills , knowledge
and attitude requirements for each
job position.
Determine or identify
the various skills , knowledge
and attitude requirements for each
job position.
Presentation Presentation of group output.of group output.
Presentation Presentation of group output.of group output.
SAMPLE SKILLS REQUIREMENTS ANALYSIS SAMPLE SKILLS REQUIREMENTS ANALYSIS
QUALITY QUALITY INSPECTORINSPECTOR
KNOWLEDGE OF PRODUCTION
PROCESS
•PPL PROCESS COURSE•CRM PROCESS COURSE•CGL PROCESS COURSE
JOB POSITIONJOB POSITION SKILLS AND KNOWLEDGE SKILLS AND KNOWLEDGE REQUIREMENT/SREQUIREMENT/S
RECOMMENDED RECOMMENDED TRAINING MODULE/STRAINING MODULE/S
COURSE OR PROGRAM OUTLINE
•INSTRUCTIONAL OBJECTIVES•Training Duration•CONTENT/S•METHOD/S•VISUAL AIDS, ETC.
•BASIC APPRECIATION (Simple)
•WORKING KNOWLEDGE (Complex)
•FULLY-OPERATIONAL (High-Complex)
Job Position : QUALITY INSPECTORA. TECHNICAL/FUNCTIONAL
SKILLS AND KNOWLEDGE REQUIREMENTS
DesiredLevel of Job Competency
Actual Level of Job Competency
Knowledge of production process 4
Knowledge of products and quality standards 4
Knowledge of product defects (e.g., uncoated spots/area, coating failure, creases, damaged edge, edge build-up, jet lines)
4
Knowledge of measurement standards/protocol/ tolerances (e.g., width, thickness, steepness)
4
Proper use of measuring instruments/equipment (e.g., steel tape, micrometer caliper , taper gauge, straight edge, hardness tester, weighing scale, porta spec )
4
Knowledge of intended customer/market 4
Fact-finding / investigative skills 4
Judgment / decision-making skills 4
Proficiency in technical writing 4
Records-keeping skills 4
Familiarity with basic computer use 4
SAMPLE SKILLS REQUIREMENTS ANALYSIS SAMPLE SKILLS REQUIREMENTS ANALYSIS
SAMPLE SKILLS REQUIREMENTS ANALYSIS SAMPLE SKILLS REQUIREMENTS ANALYSIS
ELECTRICAL ELECTRICAL MAINTENANCE MAINTENANCE
TECHNICIANTECHNICIAN
KNOWLEDGE OF AC MOTORS MAINTENANCE
INDUSTRIAL MOTOR MAINTENANCE
JOB POSITIONJOB POSITION SKILLS AND KNOWLEDGE SKILLS AND KNOWLEDGE REQUIREMENT/SREQUIREMENT/S
RECOMMENDED RECOMMENDED TRAINING MODULE/STRAINING MODULE/S
COURSE OR PROGRAM OUTLINE
•INSTRUCTIONAL OBJECTIVES•Training Duration•CONTENT/S•METHOD/S•VISUAL AIDS, ETC.
SKILLS REQUIREMENTS ANALYSIS WORKSHEETSKILLS REQUIREMENTS ANALYSIS WORKSHEET
1
2
33
JOB POSITION SKILLS AND KNOWLEDGE REQUIREMENT/S
RECOMMENDED TRAININGMODULE/S
1
2
SKILLS REQUIREMENTS ANALYSIS WORKSHEETSKILLS REQUIREMENTS ANALYSIS WORKSHEET
1
2
33
NAME SKILLS AND KNOWLEDGE REQUIREMENT/S
LEVEL OF COMPETENCY
1
2