TNA & Course Design 04

IDENTIFICATION OF TRAINING NEEDS/TNA

The frst step in training is to determine that a need for training actually exists.
An organization should commit its resources to a training activity only if the
training can be expected to achieve some organizational goal. dentifying
training needs is then! a process that involves establishing areas "here
individuals #employees$ lac% s%ill! %no"ledge! and ability in e&ectively
performing the 'ob and also identifying organizational constraints that are
creating roadbloc%s in the performance.
The analysis of training needs aims to defne the gap bet"een "hat is happening
and "hat should happen. This is "hat has to be flled by training.
What is Training Gap What should b
a$ Corporate and functional
results
b$ (no"ledge and )%ills
possessed
c$ Actual performance of
individual
a$ Corporate and functional
standards
b$ (no"ledge and )%ills re*uired
c$ Targets or standards of
performance
The gap may consist of the di&erence bet"een+
,o" the company or department "ithin it is performing and ho" it
should perform.
-hat people %no" and "hat they should %no".
-hat people actually do and "hat they should do.
.e/hee and Thayer #0120$ have proposed a model of training needs
identifcation. t consists of three components+
Organi!ati
onal
Anal"sis
An organizational analysis tries to ans"er the *uestion of where
the training emphasis should be placed in the company and
"hat factors may a&ect training. t involves a comprehensive
analysis of organizational structure! ob'ectives! culture!
processes of decision3ma%ing! future ob'ectives! and so on. The
analysis begins "ith an understanding of short3term and long3
term goals of the organizations! as a "hole! and for each
department specifcally. These "ould help to identify "hat
capacities are needed to fulfll these goals. /enerally three
re*uirements have to be considered.
Do "e have ade*uate number of people to fulfll
organizational ob'ectives4
Do these people possess re*uired s%ills and %no"ledge4
s the organizational environment conducive to facilitate
activities that "ould help achieve its goals4
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TNA & Course Design 04
To do this! the ,5 professional should examine organizational
goals and ob'ectives! personnel inventories! s%ills inventories!
organizational climate and e6ciency indices! turnover and
absenteeism! rates of accidents! changes in systems or
subsystems #e.g.! e*uipment$! .78 or "or% planning systems!
etc.
Tas#
Anal"sis
A tas% analysis tries to ans"er the *uestion of what should be
taught so the trainee can perform the 'ob satisfactorily. t is a
systematic and detailed analysis of 'obs to identify the type of
behaviour re*uired of the 'obholder and the standards of
performance that must be met to achieve the desired results.
-hile tas% analysis is similar to 'ob analysis! it is employee
centered! not 'ob3centered! and is concerned "ith behavior
needed on the 'ob and expected level of performance.
9uestionnaire! intervie"s! personnel records! reports! tests!
observation and other methods can be used to collect
information about 'obs in the organization.
$rson
Anal"sis
.an analysis attempts to ans"er the *uestion of who needs
training in the frm and the specifc type of training these people
need. To do this! the performance of individuals! groups! or units
on ma'or 'ob duties #ta%en from the performance appraisal data$
is compared to expected performance standards #as identifed in
the tas% analysis$. /iven these data! one should be able to
determine "hich 'ob incumbents #or groups of incumbents$ are
successful at completing the tas% re*uired.
.any companies use self3assessments in this process. :or
example! :ord determined the training needs based on a self3
assessment *uestionnaire distributed to the sta&. At the
managerial level! many organizations #e.g.! 7.! :ederal
;xpress! and the -orld 7an%$ use peers and subordinates to
provide performance information about their managers. (night3
5idder uses <2=3degree appraisal to determine training needs.
.anagers receive >competency? ratings from customers!
subordinates! peers! and their managers. At :ord! each
supervisor is responsible for completing an individual training
plan for each subordinate. The plan is developed 'ointly by the
supervisor and the subordinate. The t"o decide on the courses
that should be ta%en and the time frame for completion. The
goal is for each employee to reach a certain level of profciency
considered necessary for current and future tas%s.
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TNA & Course Design 04
T%hni&us For Dtr'ining Training Nds
The American )ociety of Training Directors lists eleven techni*ues for
determining training needs. They are+
a$ 8bservations@
b$ .anagement re*uests@
c$ ntervie"s@
d$ /roup conferences@
e$ Aob or activity analysis@
f$ 9uestionnaire surveys@
g$ Tests or examinations@
h$ .erit or performance ratings@
i$ Bersonnel records@
'$ 7usiness and production reports@
%$ Cong3range organizational planning.
(n)ts o* Nds Assss'nt
Needs assessment helps diagnose the causes of performance defciency in
employees. Causes re*uire remedial actions. This being a generalized statement!
there are certain specifc benefts of needs assessment. They are+
0$ Trainers may be informed about the broader needs of the training group
and their sponsoring organizations.
D$ The sponsoring organizations are able to reduce the perception gap
bet"een the participants and his or her boss about their needs and
expectations from the training program.
<$ Trainers are able to pitch their course inputs closer to the specifc needs of
the participants.
Cours + Curri%ulu' Dsign
Cours dsign %an b addrssd as,
E Curriculum development or design
E Brogram design
E Course design
E nstructional system design
;ach of them assumes specifc meanings in specifc circumstances
Cours dsign r*rs to a sris o* a%tion,
E ;stablishing training ob'ective
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TNA & Course Design 04
E Developing and se*uencing course materials
E )electing method of media
E 5evie"ing the actions against the present ob'ective
Ro'i!o-s#i ./01/2 %alls it a thr phas pro%ss
E ;stablishing procise and useful ob'ectives
E Blanning viable routes
E Testing them out in other "ords analysis! systhesis and evaluation
3"nton4$ar# sa"s )5 stps in %ours dsign
E Choice of strategy
E 7rea%ing the training ob'ective into content and then matchng them "ith
appropriate
methods and events
E )pecifcation of training methods
E Deciding on di&erent pac%ages
E )e*uencing
El5n stags o* instru%tional s"st'/ %ours dsign
Stag 6 /, 7ob/tas# anal"sis -hi%h in5ol5s
E Aob description
E Tas% analysis
Stag 6 8, Anal"sis o* th r&uird %o'ptn%is
Stag 6 9, Anal"sis o* th targt population
Stag 6 4, Anal"sis o* training nds
Stag 6 :, D5lop'nt o* training ob;%ti5s
8b'ective should evolve three elements+
E Description of specifc terminal behavior!
E Berforming standard to describe ho" the learner most
performance be occur!
E mportant condition under "hich performance "ill be occur.
Stag 6 <, D5lop'nt o* %ritria tst
Bost training test to assertain ho" the performance of the training
coincides
"ith the present training ob'ectives
Stag 6 =, Sl%tion o* %ours %ontnt
E ;maneting from training ob'ective! performance defciency and
needs
E .ust %no"
E )hould %no"
E Nice to %no"
Stag 6 1, Sl%tion o* 'thods and t%hni&us> Fa%tor should b
%onsidrd
E Training ob'ectives
E Cearning process
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TNA & Course Design 04
E 5esource constraint
Stag 6 0, Sl%tion 'dia and 'atrials> Fa%tors to b %onsidrd
E )urvey of all the available media and materials
E Training ob'ectives
E 5esource constraints
E )%ill of the facilitator
Stag 6 /0, S&un% and lsson plan> Guid lins 'a" b
*ollo-d,
E :rom general to specifc
E nterest se*uencing
E )%ill se*uencing
E :re*uency se*uencing
a. Course plan
E Name of the course
E Need assessment process
E Course duration
E )uitable forFparticipants bac%ground
E 8b'ectives
E Contents
E .ethods
E .aterials
b. .odule Blan
C. Cesson BlanF)ession Blan
E Cesson titleFTopics
E 8b'ectives
E Time
E .ethods
E .aterialsFAids
E /roup size
E Bhysical setting
E BrocessF)ession guide
Stag 6 //, E5aluation and %ours i'pro5'nt
E 5eactions
E Cearning
E Berformance
E 8rganizational reunite
E :ormative Gs summative
E ;ternel Gs infernal
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