UNIVERSITY OF RIZAL SYSTEM

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Module 3 NEEDS ASSESSMENT

Objectives

By the end of this module, learners will be able to:

LO 3-1Discuss how to link training programs to organizational needs
LO 3-2 Explain how to assess the need for training
LO 3-3 Explain how to assess employee’s readiness for training
LO 3-4 Describe how to plan an effective training program

Introduction

Training consists of an organization’s planned efforts to help employees acquire job-

related knowledge, skills, abilities and behaviours with the goal of applying these on
the job. A training program may range from formal classes to oneon-one mentoring.
It may take place on the job or at remote locations. Thus hereto, regardless of its
form, training can benefit the organization when it is linked to organizational needs
and when it motivates employees, having the congruence of aligning or re-aligning
the personal mission and vision of its employees toward the achievement of their
organizational mission and vision.
This module describes how to plan and carry out an effective training program. We
begin by discussing how to develop effective training in the context of the
organization’s strategy. After which, we will discuss how organizations assess
employees’ training needs. Listening and learning the following next modules will
also further support our knowhow for this part as we will also be reviewing the
training methods and the process of evaluating a training program.

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Lesson Proper

Training Linked to Organizational Needs

The nature of the modern business environment makes training more important
today than it ever has been. Rapid change, especially in the area of technology,
requires that employees continually learn new skills just like what people are
experiencing right now due to pandemic situation.
Usually, employees invest in their own career development which requires
learning opportunities. Growing reliance on teamwork creates a demand for the
ability to solve problems in teams, an ability that often requires formal training.
Finally diversity in the organization, whether belonging to a private or public sectors
coupled with the globalization of business, requires that employees be able to work
well with people who are different from them. Successful organizations often take
the lead in developing this ability.
With training so essential in modern organizations, it is important to provide training
that is effective. An effective training program actually teaches what it is designed to
teach as it teaches skills and behaviours that will help the organization achieve its
goals. To achieve those goals HR professionals approach training through
instructional design. It is a process of systematically developing training to meet
specified needs.
A complete instructional design process includes the steps shown in the figure
below:

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It begin with the assessment of the needs for training, what the organization requires
that its people learn followed by organization ensuring that employees are ready for
training in terms of their attitudes, motivation, basic skills and environment as well.
The third step is to plan a training program, including the program’s objectives,
instructors and methods. Finally, evaluating the results of the training provides
feedback for planning future training programs.
To carry out this process more efficiently and effectively, a growing number of
organizations are using a Learning Management System (LMS), a computer
application that automates the administration, development and delivery of a
company’s training programs. Managers and employees can use the LMS to identify
training needs and enroll in courses. It can make the training programs more widely
available and help companies reduce travel and other costs by providing online
training tools let managers track course enrollments and program completion. The
system can be linked to the organization’s performance management system to plan
for and manage training needs, training outcomes and associated rewards together.

Needs Assessment

Instructional design logically should begin with needs assessment. It is the process
of evaluating the organization, individual employees, and employees’ tasks to

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determine what kinds training, if any, are necessary. As this definition indicates, the
needs assessment answers questions in three broad areas:
1. Organization –What is the context in which training will occur?
2. Person – Who needs training?
3. Task – What subjects should the training cover?
The answer to this questions provide the basis for planning an effective training
program.
A variety of conditions may prompt an organization to conduct a needs assessment.
Management may observe that some employees lack basic skills or are performing
poorly. Decisions to produce new products, apply new technology, or design a new
jobs should prompt a needs assessment because these changes tend to require new
skills. The decision to conduct a need assessment also may be prompted by outside
forces, such as customer requests or legal requirements.
The outcome of the needs assessment is a set of decisions about how to address
the issues that prompted need assessment. These decision do not necessarily
include a training program, because some issues should be resolved through
methods other than training. Other outcomes of a need assessment might include
plans for better rewards to improve motivation, better hiring decisions and better
safety precautions.
The remainder of this module discussess needs assessment and then what
the organization should do when assessment indicates a need for training. The
posibilities for action include offering existing training programs to more employees;
buying or developing new training programs; and improving existing training
programs. Before we consider the available training options, let us examine the
elements of the needs assessment in more detail.

Components of Need Assessment 1. Organizational Analysis

Usually the need assessment begins with the organization analysis. It determine the
appropriateness of training by evaluating the characteristics of the organization. The
organization analysis looks at training needs in light of the organization’s strategy,
resources available for training and management’s support for training activities.
Training needs will vary depending on whether the organization’s strategy is based
on growing or shrinking its personnel, whether it is seeking to serve a broad

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customer base or focusing on the specific needs of a narrow market segment and
various other strategic scenarios. An organization that concentrates on serving a
niche market may need to continually update its workforce on a speciallized skills
set. A company that is cutting costs with a downsizing strategy may need to provide
training in job search skills for employees who will be laid off. The employees who
remain following the downsizing may need cross training so that they they can
handle a wider variety of responsibilities.
Anyone planning a training program must consider whether the organization has the
budget, time, and expertise for training. For example, if the company is installing
computer-based manufacturing equipment in one of its plants, there are three ways it
can ensure that it has necessary computer literate employees. If it has the technical
experts on its staff, they can train the employees affected by the chain. Or the
company may use testing to determine which of its employees are already computer
literate and then replace or reassign employees who lack necessary skills.
The third choice is to purchase training from an outside individual or organization.
Even if training fits the organization’s strategy and budget, it can be viable only if the
organization is willing to support the investment in training. Managers increase the
success of the training when they support it through such actions as helping trainees
see how they can use their newly learned knowledge, skills, and behaviors on the
job. Conversely the managers will be most likely to support training if the people
planning it can show that it will solve significant problem or result in a significant
improvement, relative to its cost. Managers appreciate training proposals with
specific goals, timetables, budgets and methods for measuring success.
2. Person Analysis
Following the organizational assessment, needs assessment turns to the remaining
areas of analysis: person and task. The person analysis is a process for determining
individuals’ needs and readiness for training. It involves answering several
questions:
a. Do performance deficiencies result from a lack of knowledge, skill, or ability? (If so,
training is appropriate; if not, other solutions are more relevant.) b. Who needs
training?
c. Are these employees ready for training?

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The answers to these questions help the manager identify whather training is
appropriate and which employees need training. In certain situations, such as the
introduction of a new technology or service, all employees may need training.
However when need assessment is conducted in response to performance problem,
training is not always the best solution.
The person analysis is therefore critical when training is considered in response to a
performance problem. In assessing the need for training, the manager should
identify all the variables that can influence performance. The primary variables are
the person’s abilitiy and skills, his or her attitudes and motivation, the organization’s
input (including clear directions, necessary resources, and freedom interference and
distractions), performance feedback (including praise and performance standards),
and possitiveconcequences to motivate good performance. Of these varibles, only
ability and skills can be affected by training. Therefore, before planning a training
program, it is important to be sure that any performance problem results from a
deficiency in knowledge and skills. Otherwise, money could just be waisted, because
the training is unlikely to have much effect on performance. The person analysis
also should determine whether employees are ready to undergo training. In other
words, the employees to receive training not only should require additional
knowledge and skill, but must be willing and able to learn.
For current employees whose performance is deficient, task analysis is usually not
enough. Here requests for training often start with supervisors expressing concerns,
such as “we’re getting too many complaints from call center clients.
This concept of analysis would mean a form of verification that there is a
performance deficiency and determining whether to rectify the deficiency through
training or through some other means (such as transferring the employee or
changing the compensation plan).
You can use several methods to identify employees’ performance deficiencies and
training needs. The first step is usually to appraise the employees performance.
Distinguishing the can’t do and wont’ do problems were necessary. If it’s a can’t do
problem what is its specific causes. If its a won’t do problem, training won’t help here,
instead, the manager may change the reward system by probably implementing an
incentive plan.

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Other methods for identifying performance deficiencies include: o Analyzing

job-related performance data ( including productivity, absenteeism and tardiness)
oObservation by supervisors or other specialists o
Interviews with the employee or his her supervisors o Tests
of things like job knowledge, skills and attendance o
Attitude surveys o Individual employee daily diaries o
Assessment centers o Management - by – evaluations

3. Task Analysis
The third area of needs assessment is task analysis. It is the process of identifying
the tasks, knowledge, skills and behavior that training should emphasize. Usually,
task analysis is conducted along with person analysis. Understanding shortcomings
in performance usually requires knowledge about the tasks and work environment as
well as employee.
To carry out the task analysis, the HR professional looks at the conditions in which
tasks are performed. These conditions include the equipment and environment of the
job, time constraints ( for example, deadlines), safety considerations and
performance standards. These observations form the basis for a description of work
activities, or the tasks required by the person’s job. For a selected job, the analyst
interviews employees and their supervisors to prepare a list of tasks performed in
that job. Then the analyst validates the list by showing it to the employees,
supervisors, and other subject matter experts are asking them to complete a
questionnaire about the importance, frequency and difficulty of the tasks. For each
task listed, the subject-matter expert uses a sliding scale (for example, 0 = task
never performed, 5 = task often performed) to rate the task’s importance, frequency
and difficulty.
The information from these questionnaires is the basis for determining which tasks
will be the focus of the training. The person or committee conducting the needs
assessment must decide what levels of importance, frequency and difficulty signal a
need for training. Logically, training is most needed for tasks that are important,
frequent and at least moderately difficult. For each of these tasks, the analyst must

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identify the knowledge, skills. This information usually comes from interviews with
subject –matter experts, such as employees who currently hold the job.
Managers used task analysis for identifying new employees’ training needs. With in
experienced personnel, your aim is to provide the new employees with the skills and
knowledge required for effective performance. Task analysis is a detailed study of
the job to determine what specific skills- like the use of different programming
languages specially during this pandemic period (among those who are in a work
from home program, web developer and the like) or interviewing ( in the case of
supervisors) – the job requires. Job descriptions and job specifications are helpful in
this case as it list the job's specific duties and skills and thus provide a basic
reference point in determining the training required. One can also uncover training
needs by reviewing performance standards, performing the job and questioning
current job holders and their supervisors.

Readiness for Training

Effective training requires not only a program that addresses real needs, but also a
condition of employee readiness. It should be a combination of employee
characteristics and positive work environment. It exists when employees are able
and eager to learn and when their organizations encourage learning.
Employee Readiness Characteristics

To be ready to learn, employees need basic learning skills, specially cognitive

ability, which includes being able to use written and spoken language, solve math
problems and use logic to solve problems. Ideally the selection process identifies job
candidates with enough cognitive ability to handle not only the requirements for
doing a job, but also the training associated with that job. However, recent forcasts
of the skill levels of the US workforce indicate that many companies will have to work
with employees who lack basic skills. For example, they may have to provide
literacy training or access to classes teaching math skills before some employees
can participate in job-related training. Thou, such case maybe different in Philippine
setting when considering characteristics of its workforce.
Employees learn more from training program when they are highly motivated to
learn – that is, when they really want to learn the content of the training program.

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Employees tend to feel this way if they believe they are able to learn, see potential
benefits from the training program, are aware of their need to learn, see a fit between
the training and their career goals, and have the basic skills needed for participating
in the program. Managers can influence a ready attitude in a variety of ways- for
example, by providing feedback that encourages employees, establishing rewards
for learning and communicating with employees about the organization’s career
paths and future needs.

Work Environment
Readiness for training also depends on two broad characteristics of the work
environment: situational constraint and social support. Situational constraints are the
limits on training’s effectiveness that arise from the situation or the conditions within
the organization. Constraint can include a lack of money for training, lack of time for
training or practicing and a failure to provide proper tools and materials for learning
or applying the lessons of training. Conversely, trainees are likely to apply what they
learn if the organization gives them opportunities to use their new skills and if it
rewards them for doing so.
Social support refers to the ways the organization’s people encourage training,
including giving trainees praise and encouraging words, sharing information about
participating in training programs and expressing possitive attitudes toward the
organization’s training program.
What Managers Should Do to Support Training
1. Understand the content of the training
2. Know how training relates to what you need employees to do
3. In performance appraisals, evaluate employees on how they apply training to their
jobs
4. Support employees’s use of training when they return to work
5. Ensure that employees have the equipment and technology needed to use
training
6. Recognize newly trained employees who use training contents
7. Give employees release time from their work to attend training
8. Explain to employees why they have been asked to attend training
9. Give employees feedback related to skills or behavior they are trying to develop

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Competency Model

Competencies are individual characteristics, including knowledge, skills, abilities,

self-image, traits and behaviours, mindsets, feelings, and ways of thinking, which,
when used with the appropriate roles, achieve a desired result. It can contribute to
individual exemplary performance that creates reasonable impact on business
outcomes. Since competency is a criterion for success, it includes specific work
behaviours distinguishing high or low job performance. It is the qualification to
perform but it is not the actual performance.
Trait for example, describes personality. Traits are subjective, general, difficult to
observe or measure while behaviour describes action and consequence, hereto,
behaviour are observable, specific and can effectively be measured. If you measure
traits, you are bound to be influenced by personal biases. If you assess behaviours,
you are more likely to get valid result that can be translated into more effective,
objective and fair training programs, succession and career development plans,
performance management systems, employee assessment centers, job design and
business process map.
Competency Model for HR professionals as presented in this document comprises
nine primary competencies.
• Human Resource Expertise
• Relationship Management

• Consultation

• Leadership and Navigation

• Communication
• Global and Cultural Effectiveness
• Ethical Practice
• Critical Evaluation
• Business Acumen
For each competency, an overall definition, sub-competencies associated with the
primary competency, behaviors demonstrated by individuals highest in proficiency on
that competency, and behavioral standards where HR professional at the relevant
career stage, should engage to be successful is presented.

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Each competency consists of five distinct elements, title, definition, sub-

competencies, behaviors, and proficiency standards. These elements are discussed
in the key below.

For additional concept, please visit the link

below:a.https://www.shrm.org/LearningAndCareer/competencymodel/Documents/Full
%20Competency%20Model%2011%202_10%201%202014.p df

b. https://www.slideshare.net/mubeena/competencybased-training-and-development

Many employers whether those belonging to public or private sectors, use

competency models to help compile and summarize a job’s training needs. The
competency model consolidates, usually in one diagram, a precise overview of the
competencies ( knowledge, skills and behaviours) someone would need to do a job
well.
As an example, the figure below repeats or restated the competency model for
human resource manager. The top of the pyramid shows four main roles the human
resource manager needs to fill. Beneath that are the areas of expertise such as
selection and training, in which he or she must be the expert in order to carry out
these roles. Beneath are HR manager’s essential, foundation competencies, such
as communicating effectively.
Example of Competency Model for Human Resource Manager

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Roles
Line function
(Within HR)
Staff function
(Advise, Assist )
Coordinative function
(monitor)
StrategicHR function
(Formulate, Execute)

Areas of Expertise
HR Practices (Recruiting, Selection, Training, etc.)
Strategic Planning
Employment Law
Finance and Budgeting
General Management

Foundation Competencies
Personal Interpersonal HR/Business/
Competencies Competencies Management
Behave Ethically Communicate Effectively Institute Effective
Exercise Good Judgment Exercise Leadership HR Systems
Based on Evidence Negotiate Effectively Analyze Financial Statements
Set and Achieve Goals Motivate Others Craft Strategies
Manage Tasks Effectively Work Productively with Other s Manage vendors
Develop Personally

ILLUSTRATIVE
HUMAN RESOURCE MANAGER
COMPETENCY MODEL

The specified model aims to identify and compile in one place the competenciesthat
are crucial for executing the job. At sharp, training managers first interview senior
executives to identify the firm’s strategic objectives and to infer what competencies
those objectives will require. Trainers also interview the job’s top performers to
identify the competencies (such as focuses on the customer) the latter believe
comprise the job’s core competencies. Subsequent training then aims, in part, to
develop these competencies.
The employer can use the competency model in the stated figure to support all its
management functions, such as selection and training. Thus selecting employees
base on this model helps to ensure that you focusyour questions on the things that
someone must be proficient at to do this job successfully. ( For instance, the
candidate’s recruitment and testing knowledge.) The same model would help you to
formulate training objectives. Thus a training objectives for testing knowledge might

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be, “ By completion of the ABC Company’s HR manager training program, the

trainee will be fully skilled at using the five testing tools that the ABC uses to test its
job applicant.”

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Online Sources

https://www.alchemyformanagers.co.uk/topics/6ixdhhPwDvZFjsZc.html#:~:text=Psychological%20contracts%20are%20a%
20set,are%20often%20tacit%20or%20implicit.

https://www.google.com/search?ei=Zh8bYND4CrXfmAXjnKOwAw&q=psychological+contract&oq=psychological+contract&
gs_lcp=CgZwc3ktYWIQARgAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoHCAAQsAMQQzoJCAAQ
sAMQChBDOgUIABCxAzoECAAQQzoKCAAQ6gIQtAIQQzoFCAAQkQI6BwgAELEDEEM6BAguEEM6BQguELEDOggILhDH
ARCvAToHCC4QsQMQQzoKCAAQsQMQQxCLAzoHCAAQQxCLAzoICAAQsQMQiwM6BQgAEIsDOgoIABCRAhBGEPkBOg0
IABCxAxCRAhBGEPkBOggIABCxAxCDAVDh0dcBWPzS2AFg1enYAWgDcAJ4AoAByAGIAZYikgEHMjQuMTYuMZgBAKABA
aoBB2d3cy13aXqwAQrIAQq4AQLAAQE&sclient=psy-ab

Instructional Design:

https://www.google.com/search?ei=SS0bYK_3DYeKr7wPxYSNsAk&q=instructional+design&oq=instructional&gs_lcp=CgZ
wc3ktYWIQARgDMgUIABCxAzICCAAyBQgAELEDMgUIABCxAzICCAAyBQgAELEDMgUIABCxAzICCAAyAggAMgIIADoHCA
AQsAMQQzoECAAQQzoHCAAQsQMQQzoICAAQsQMQgwE6CggAEOoCELQCEEM6BQgAEJECOgoIABCRAhBGEPkBOggI
ABCxAxCLA1DLE1jNQmCYWmgCcAJ4AIABxAOIAYIfkgEJMjAuMTQuNC0xmAEAoAEBqgEHZ3dzLXdperABCsgBCrgBAsAB
AQ&sclient=psy-ab

https://www.instructionaldesigncentral.com/whatisinstructionaldesign#:~:text=%22Instructional%20Design%20is%20the%2
0systematic,system%20to%20meet%20those%20needs.

Learning Management system

https://en.wikipedia.org/wiki/Learning_management_system

https://www.softwaretestinghelp.com/learning-management-system/

Need assessment

https://en.wikipedia.org/wiki/Needs_assessment

https://www.nichq.org/insight/seven-steps-conducting-successful-needs-assessment

Person analysis

https://en.wikipedia.org/wiki/Person_analysis

Competency Model

https://www.shrm.org/LearningAndCareer/competency-
model/Documents/Full%20Competency%20Model%2011%202_10%201%202014.pdf

Offline Sources

Dessler, G. (2012). Fundamentals of Human Resource Management Second Edition. New Jersey:
Pearson Education, Inc. .

Noe, Raymond A. et. al. (2018). Fundamentals of Human Resource Management 7th Edition. New
York: Mcgraw Hill Education.

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