TRAINING NEED

ASSESSMENT
MEANING
 TNA is the method of determining if a training
need exists and, if it does, what training is
required to fill the gap.
 TNA seeks to identify accurately the levels of
the present situation in the target surveys,
interview, observation, secondary data and/or
workshop.
 The gap between the present status and
desired status may indicate problems that in
turn can be translated into a training need.
 Training Needs = Desired Capability – Current
Capability of the Participants
 REQUIRED
PERFORMANCE OR
DESIRED
BEHAVIOUR

GAP NEED/S

ACTUAL PERFORMANCE
OR BEHAVIOUR
 Training can reduce, if not eliminate, the gap, by
equipping the participants with knowledge and
skills and by encouraging them to build and
enhance their capabilities.
 The data on the present status are vital to the
evaluation or impact survey in the latter part of the
training cycle. These shall serve as the baseline
data.
 The following are some techniques for acquiring
such data. These may be applied independently or
in combination.
 TNA is also the process of collecting information
about an expressed or implied organizational need
that could be met by conducting training. The need
can be a performance that does not meet the current
standard.
 It means that there is a prescribed or best way of
doing a task and that variance from it is creating a
problem.
 The TNA process helps the trainer and the person
requesting training to specify the training need or
performance deficiency.
 Assessments can be formal (using survey and
interview techniques) or informal (asking some
questions of those involved).
WHY DO WE NEED A TRAINING
NEEDS ASSESSMENT?
 First, identify dissatisfaction with the current situation
and desire for change as similarities among the requests.
 Each request implies that a gap or discrepancy exists
between what is and what could be or should be.
 A learning or performance gap between the current and
desired condition is called a need.

 TNA aims at the following situations.

 Solving a current problem
 Avoiding a past or current problem
 Creating or taking advantage of a future opportunity
 Providing learning, development or growth
THE PURPOSE OF TNA
• Conduct the training: to tie the
performance deficiency to a working
need and be sure the benefits of

Why conducting the training are greater than

the problems being caused by the
performance deficiency
• Conduct 2 types of analysis: need versus
want analysis and feasibility study

• Is involved in the training. Involve

appropriate parties to solve the

Who
deficiency. Conduct a target population
analysis to learn as much as possible
about those involved in the deficiency
and how to customize a training
programme to capture their interest.
 • Can the performance deficiency be fixed:
training can fix the performance deficiency or

How
suggest other remediation if training is not
appropriate?
• Conduct a performance analysis to identify
what skill deficiency is to be fixed by a
training remedy.

• Is the best way to perform: there is a better or

preferred way to do a task to get the best

What
results. Are job performance standards set by
the organisation? Are there governmental
regulation to consider when completing the
task in a required manner? Conduct a task
analysis to identify the best way to perform.
 • Will training take place: the best
timing to deliver training
because attendance at training
When can be impacted by work cycles,
holidays and so forth
• Conduct a contextual analysis to
answer logical questions.
METHODS FOR CONDUCTING
TRAINING NEED ANALYSIS

SURVEYS OBSERVATION

METHOD
S
CUSTOMER
INTERVIEWS FEEDBACK
 When you analyze training needs through
these methods, you can decide which
particular knowledge, skills, and abilities
(KSAs) are required to improve workforce
performance.
1. SURVEYS
 You can conduct surveys or polls with a sample pool or
all the employees of your organization. Surveys help
find out performance deficiencies in specific areas.
 To conduct a survey, you can prepare a questionnaire
and circulate among your employees. The questions in
the survey should focus on the specific tasks and needs
of the employees and organization.
 You can use different question formats such as open-
ended, closed ended(simple yes or no), projective,
and priority ranking. Allowing employees to answer
anonymously will increase the credibility and you will
get genuine answers.
PROS AND CONS OF SURVEYS
 Reach a large number  May not go deep into
of employees in less the reasons behind
time the persistent issues
 Inexpensive  Need enough time to
 In case of anonymity, develop an effective
responses are given and detailed
without fear and questionnaire
hesitation  Free responses might
 Easy to analyze, not be forthcoming
summarize, and report

Pros Cons
2. OBSERVATIONS

 Training managers watch the work of

employees in regular working situations.
 This observation, in turn, provides enough
information on performance gaps. You need
to consider technical, functional, and
behavioral aspects while observing.
 This gives qualitative and quantitative
feedback on the existing performance.
PROS AND CONS OF
OBSERVATIONS
 Less interruption to  Feedback can be
unstructured; more
regular work flow anecdotal(possibly not true or
 Helps generate real- accurate)
Need an impartial, expert
life data

observer with process and
domain knowledge
 Data collection possible only
in work settings
 Employees may feel “spied
on”
 Sometimes results may
deviate when observation is
ON

Pros Cons
3. INTERVIEWS

 Interviews allow you to collect data on

performance gaps while talking with each
employee or a group of employees.
 It can be formal or informal. You can
conduct interviews in person or by phone, at
work locations, or anywhere. Sometimes, you
can interview the representative of the work
group.
PROS AND CONS OF INTERVIEWS
 Easy to identify  Usually time-
performance issues consuming
and explore possible  Difficult to analyze
solutions and quantify results
 Immediate feedback  Need an experienced
is possible interviewer to
generate data without
making the
interviewee self-
conscious

Pros Cons
4. CUSTOMER FEEDBACK
 You will come to know performance
deficiencies with customers’ feedback. They
specifically indicate improvement areas.
 However, you need to formulate each
question in the feedback form so that it is
directed toward a specific service or
performance.
PROS AND CONS OF CUSTOMER
FEEDBACK
 Can make  Low response rates
improvements with  May not give enough
constructive feedback time for feedback
 Get valuable insights
about your target
audience

Pros Cons
SOME MORE TECHNIQUES:
1 Needs Analysis Techniques
 There are various sources to 
gather information and data concerning
organisational needs. Whatever type of data
gathering technique is chosen for the
identification of determining the
organisation needs it must be reiterated that
the information needs to be accurate and
relevant.
 The most common techniques for collecting information for
organisation needs analysis is:

-to search current and active records and analysing the information from
sources such as performance appraisals or training records;

-to interview individual’s concerning their skills;

-to utilise group interviewing techniques;

-observing candidates in their workplace and determining their skills by

observing them;

-or using specific information gathering tools such as the Delphi

Technique (relies on pannel of experts)or the Nominal group technique;

-using questionnaires;

-analysing competency assessments; and

-Document reviews
2 SEARCHING CURRENT AND ACTIVE
RECORDS: PERFORMANCE APPRAISALS
 When conducting an audit in the workplace
one of the best places to obtain the
necessary information for assessing the skills
of learners is reviewing performance
appraisals — it is a good instrument for
determining individual needs particularly
with regard to training and development.
 Obviously the performance appraisals need
to be accurate to utilise this data gathering
source.
3 CONTEXTUAL INQUIRY
 Contextual inquiry combines interviews with observation. This is
a combination of employee interviews and workplace observation
that involves exploring issues with an employee member, while
situated within their normal working environment.
 By conducting the interview ‘in context’, it becomes possible to
see the resources used by employees when conducting work
activities. The interviewer can also ask the employees member
to show them how they complete specific activities within
their work environment.
 This technique is very effective at identifying issues with
currently-available information sources and tools. Due to its
focus on systems and information sources, however, it often
provides less insight into broader cultural and business-process
issues.
4 THE DELPHI TECHNIQUE
 The Delphi technique is a group decision-making technique
designed to provide group members with each other’s ideas
and feedback, while avoiding some of the problems associated
with interacting groups.
 The members of the group do not have to be face-to-face but
are asked to respond to a questionnaire and send their
responses to a coordinator.
 Once all the questionnaires have been received from the
members the coordinator then sends them to every member
for review. Each member is allowed to comment and analyse
the others comments and then participants either vote for
the best solution or the coordinator comes up with a
consensus of opinion based on all comments received from
the participants.
 This technique is not that easy to administrator
and it can be time consuming trying to gather and
then resend all the information for review
 But it is a good qualitative data gathering
information which can be used to make relevant
decisions with regard to training needed in an
organisation.
5 NOMINAL GROUPS
 Nominal groups are a group of individuals who
are well versed about a particular subject and
with an assistance of a convenor are asked to
respond to various questions on a subject.
 The participants are asked to prioritise the
ideas and suggestions by the group — in a
ranking order.
 The convenor gathers the information and it
allows all answers to represent the group’s
preferences and the group is also allowed to
vote to rank or rate the responses.
 Nominal groups can be asked to give their
perspective
 on problems in an organisation,
 solutions to a given problem,
  job requirements or tasks,
 key competencies for a job,
 or issues facing the target population or
organisation.
 The questions asked of the nominal group should be
clear and open to diverse views. Narrow questions
will limit the value of the answers and compromise
the results of the session.
 It is best to test the question on a few members of
the target population to gauge their reaction and
ensure that it will provide the desired type of
response.
 The usual format for nominal groups follows the
following four steps:
 Step 1: Silent generation of ideas:
For a few minutes, participants
work quietly and independently to
answer the question in writing,
generating as many ideas as
possible.

Step 2: Round-robin reporting of

ideas: A list of ideas is generated,
Step 4: Importance rating and as each person in the group
prioritising: Members of the group provides in turn one idea from his or
prioritise the ideas. her own list.

Step 3: Discussion and clarification:

In this step the participants discuss
the ideas put forward, clarify their
meaning and explain why they
agree or disagree with them. No
judgements are made at this point.
6 DOCUMENT REVIEW
 A document review of analysis is used to
determine problems that might be linked to
training and development in an organisation.
 This method is usually used in conjunction
with other data gathering methods to clearly
find out where the problems exist.
 The focus can be narrow because of the
information needed.
 7 FOCUS GROUPS
 Focus groups are used to focus discussion on
a particular topic in a group setting. The
advantage of focus groups is that there is the
ability to gather input from larger numbers
of stakeholders.
 It is important however, that focus groups
are handled carefully in order for them to
truly glean meaningful results.
 In focus groups, the group dynamic needs to be
closely managed, to ensure that a small number of
individuals do not try and take over the sessions.
 Wherever possible, employees at the same level
should be involved in the focus groups because
having a more senior employees involved can
discourage more open discussions, and can reduce
the amount of useful data that is gathered.
 An advantage of focus groups is that they are able
to explore current issues and problems.
A 10 STEP GUIDE TO CONDUCTING A
TRAINING NEED ANALYSIS PROCESS
WHY DO YOU NEED A
TRAINING NEED ANALYSIS?
 You will definitely agree that random training programs don’t work.

 In fact, a recent research suggested the primary reason why trainings

fail is they are not needed in the first place.

 For any training to be successful, one of the first things to do is

answer these questions: 
 Why do you need the training (do a skill gap analysis)
 How can you fix the skill gap (Will training help you bridge the gap)
 Who needs to be trained (the trainee audience)
 What is the training that has to be imparted (general content of the
training)
 When should the training take place (identify the best time and
schedule to deliver the training)
 In short, your training needs would be the gap between the current
capability of your audience and the desired capability.
STEP 1: SET SPECIFIC TRAINING GOALS AND
OBJECTIVES

 You must know what you expect from the training

program.
 What are the desired business outcomes? Did our
training work?
 These questions need to be answered before you begin
with the Training need analysis:
 Business outcomes specific to either individuals,
departments to the overall organization can then be
expected from the training conducted.
 The Training Needs Analysis process should target these
goals and outcomes.
STEP 2: DEFINE THE TARGET GROUP FOR TRAINING AND THEIR DESIRED COMPETENCIES

 Based on the desired business outcomes, now you should

clearly define the target group for taking the training. Ensure
that you involve your employees in this process.
 Get to know what they think and what you are trying to
achieve with your training program.
 Map expected business outcomes with the desired
competencies of your target population.
STEP 3: CONDUCT ONLINE ASSESSMENTS AND
EVALUATE DESIRED COMPETENCIES

 An online skill assessment can help you evaluate desired

competencies.
 In fact a 360 degree feedback(confidential feedback
among employees) can also help you evaluate your
employees’ performance and areas of improvement.
 You should be then able to study data from results of
these assessments to determine trainable competencies
you want to include as part of the training program.
STEP 4: DETERMINE THE TRAINABLE
COMPETENCIES OF THE TARGET GROUP

 If you realize that a particular competency will not be

impacted by training, then it does not make sense to
conduct the training.
 For instance, a customer facing role may require people
who are inclined towards interacting with others. Trying
to instill this behavior in employees who are usually
introverts will certainly not help.
 Determine which competencies can be improved with
training.
STEP 5: CONDUCT A GAP ANALYSIS

 Now it’s time for you to analyze how many employees

require improvement in the trainable competencies.
 For this, you need to first identify and set standards for
employee performance and analyze how many do not
meet these standards.
 Those who do not meet the standards can be considered
to be in need of training.
STEP 6: EVALUATE AN APPROPRIATE TRAINING
METHOD

 There might be many methods of training that you can choose from:
 Some common methods include:

 Classroom training

 Online learning

 On the job training

 Mentoring and coaching

 Blended Learning (a style of education in which students learn via

electronic and online media as well as traditional face-to-face
teaching.)
 Conferences or University Programs

 While choosing an appropriate option, you need to make sure that

the training also allows to ‘learn by doing’. This prepares the
employee to retain the learning and apply it on the job.
STEP 7: DECIDE THE TRAINING DELIVERY OPTIONS

 This is a very critical step that involves your workforce

composition and setting training budgets.
 You can also select the appropriate combination, whether
you prefer e-learning, classroom training or a blend of
both.
 This is also where you set the training schedule as well
as the options and resources to deliver it.
STEP 8: COMPARE THE COST V/S THE EXPECTED BENEFITS OF CONDUCTING THE TRAINING

 Do the benefits of the training conducted offset the costs incurred

for the same?
 Even though you may be very tight on budget, here are some costs
that you should consider.
 Trainers compensation and delivery cost

 Travel and logistics costs

 Time lost on attending training

 Content development costs

 Training evaluation and reporting efforts

 During this stage, try to find a balance between the most appropriate
and the most cost effective training method. Ideally your chosen
method will achieve your desired results and give you a return on
your investment.
STEP 9: EVALUATION OF THE PROPOSED TRAINING

 After conducting the training, you should definitely know whether

the training worked. In fact the Training can be deemed effective
only if it can be successfully used on the job.
 You can evaluate the efficacy of your training program by
asking questions:
 Did the training result in achieving desired business objectives?

 What is the proportion of change in expected job performance of the

trained employees?
 Did the training lead to a positive return on investment? What is the
ROI?
 Has the training let to improved competencies of the target trainee
audience?
 These and many such questions that measure the training impact
versus expected outcomes can be asked to evaluate training.
STEP 10: IMPLEMENT YOUR TRAINING NEED
ASSESSMENT PLAN

 After you have carefully evaluated your training needs, it

is now time to put your plan to action.
 Create a thorough report that involves the objectives,
methodology, findings, recommendations and further
steps to carry out the training.
 You can then use this report to implement our Training
need assessment plan to the ‘T’. (is a form of group
training where participants (typically between eight and
fifteen people) learn about themselves )
APPROACHES TO TRAINING NEED
ASSESSMENT
TRAINING PERFORMANC TASK MANAGEMEN
COMPETENCE FEEDBACK
NEEDS E APPRAISAL ANALYSIS T DECISION
ANALYSIS APPROACH
SURVEY APPROACH APPROACH APPROACH
TRAINING NEEDS SURVEY
 This approach is based on opinions and views
 Training needs assessment survey forms the

basis/benchmark for determining effectiveness of

the training administered
 The suitability of this approach depends on:

 Openness in the organisation culture

 Size of the organisation and its population

 Complexity of job.
 Survey includes:
1. Survey Questioners: Web based or printed
questioners distributed to employees for
completion
2. Personal interview: Conducted by a trained
“interviewer” who follows an interview
outline(or set of questions ) to be asked
during the interview
3. Personal observations: An observation of the
employee at work. It may be structured or
unstructured.
COMPETENCE ANALYSIS
 Relatively quicker
 Competence analysis identify the knowledge,
skill and process abilities required to perform
organisation business activity.
 The views of all employees are collected and to
remedy the deficiency, suitable training need is
identified
 EMPLOYERS TYPICALLY NEED
WORKERS WITH
 CONTENT SKILLS - Content skills,
also known as technical, job-specific or
vocational skills, include those that relate
specifically to your line of work. 

SELF MANAGEMENT SKILLS- This

are some of the most important and
difficult to learn abilities in business, in
the workplace, and in our personal life.

FUNCTIONAL SKILLS-
QUALIFICATIONS are designed to
enable students to develop confidence
and fluency in their subject. They equip
students with the practical skills to get
the most out of education, work and
everyday life and to help them
function more confidently, effectively
and independently.
 SELF MANAGEMENT SKILLS ARE:
 Self confidence
 Stress management skills
 Time management and organizational skills
 Self-motivation

 Have a healthy lifestyle and a balanced diet

PERFORMANCE APPRAISAL APPROACH
 Relatively accurate approach for individual
training and development needs
 This goes with analyzing knowledge, skill and
the job requirement.
 The main idea of this approach is to find out
whether the employees on the given work or
position have the required knowledge and skill to
do it properly or not.
TASK ANALYSIS
 Task Analysis is the examination of each step
involved in completing a task or job, along with
a detailed description of the activities
performed in each task or job.
 It includes elements such as speed, duration,
mental activity, environmental factors , etc.
FEEDBACK APPROACH
 The feedback or information regarding the
necessity of T &D in a department for a group or
individual is collected. It can be from:
 Annual Reports
 Production Report

 Performance Report
 Comments of supervisors

 Comments of the colleagues etc.

MANAGEMENT DECISION APPROACH
 In most of the small organization the
management decides who needs to be trained and
what needs to be taught.
 These decisions are based on the future planning/
career growth plan or the deficiencies in their
employees directly noted by the top management
TYPES OF TNA

• Proactive TNA is strategic and carefully

Proactive planned without a definite problem as the
focus. It is used to deliver new techniques or
TNA processes to employees, as well as
strengthen existing expectations.

• Reactive TNA happens when a specific

Reactive problem is pinpointed. For instance, if a
worker’s performance problem is evident,
TNA reactive TNA is used to correct that specific
issue.
 CONTRAS
T

Reactive TNA occurs

Proactive TNA happens
when a problem is
when the weaknesses of a
already obvious, creating
work force are unknown
the need for specialized
and it helps indicate
training to correct the
where help is needed. 
specific problem.
 TRAINING NEED ANALYSIS AT 3 LEVELS

Task Analysis- Task performed on the job are analysed. Knowledge, skills and abilities
ndividual
Organisational
Analysis- This
Analysis-
level ensures
needed toIdentify
that
do thosekey
individuals
problem
task areas
who need
are analysed;thatsteps
effects
training
performance
are in
needed theperforming
oneson
who
an organisation
actually
the jobget itwide
and that
training introduced bridges the gap b/w actual,
basis current and desired future performance
 Organisational • Corporate documents
Analysis
(Focuses on strategic • Survey/questioners
planning, business need • Interview with key stake holders
and goal)

Job-Task Analysis • Job description and specifications

(Focuses on the task
assigned e.g technical • Interview with job-holders
knowledge, machine • Observations
handling)

Individual • Assessment centre’s

Analysis • Appraisals
(Focuses on employee • Observations
performance)
 Job description includes basic job-related
data that is useful to advertise a specific job
and attract a pool of talent.
 Job specification also known as employee
specifications, a job specification is a written
statement of educational qualifications,
specific qualities, level of experience,
physical, emotional, technical and
communication skills required to perform a
job, responsibilities involved in a job and other
unusual sensory demands
 JOB analysis

Job Description
-job title, job location, job
summery, Reporting to ,
working conditions, job duties,
machines to be used, hazards
Job Specification
- Qualification, experience,
training , skills, responsibilities,
emotional characteristics
OUTPUT OF TNA
 Assessment of skill gap
 Three level analysis for the optimization
 Review of the current training system and performance level
 ROI and CBA(cost-benefit analysis) helps to assess the
financial benefits of training
 Assessment of the training options
 Helps to steam line HRIS, find out feedback effectiveness,
grievance systems
 Highlight the training requirements and non- training needs
 ORGANISA TRAINING
TI-ONAL NEEDS
ANALYSIS

IDENTIFY
PERFORMANCE
PERFOR OPERATION DISCRIPENCY
- AL AND ITS
MANCE ANALYSIS CAUSES
GAP

NON-
TRAINING
NEEDS
PERSON
ANALYSIS
 NON-
TRAINING
NEEDS

NON NON
TRAINING TRAINING
NEEDS THAT NEEDS THAT
HAVE NO KSA HAVE KSA
DEFICIENCY DEFICIENCY

REWARD-
PUNISHMENT OBSTACLES CHANGING
INADEQUATE
IN- IN THE JOB AIDS PRACTICE THE JOB
FEEDBACK
CONGRUENCI SYSTEM ITSELF
ES
SYSTEM APPROACH TO TRAINING
 Objective of T & D is to make a person fit for the job
 Performance depend on 3 factors: KSA

 System approch comprises of different phases:

 Analyse

 Design

 Develop

 Implement

 Evaluate
SIMPLE MODEL OF SYSTEM APPROACH
ENVIRONMEN
T

DESTIBNATION
- organisation INPUT(person
who learned it)
(REACTION)

SYSTEM(analys
OUTPUT(GOES
e, design, devlop,
TO) trained
implement and
persons
evaluate
WHY SYSTEM APPROACH IN TRAINING
 System approach contributes in :
 Recognizing performance need
 Identifying training needs
 Develop comprehensive training plan from
perspective of:
1. Organisation
2. Designing training model
3. Training consideration
WHY IS SYSTEM APPROACH TO TRAINING

1. SAT IS THE 3.
SERIES OF INDEPENDENCE
INDEPENDENT OF STAGES ARE
SYSTEM CRUCIAL

4.
2. SYSTEMS ARE MALFUNCTION
FUNCTIONALLY OR NEGLECT OF
LINKED ANY ONE OF
TOGETHER AND SYSTEMS
INTEGRATED INEFITABLE
INTO WHOLE EFFECTS
WORK SYSTEM OTHERS AND
TOTAL SYSTEM
HOW SYSTEM APPROACH TO TRAINING WORK

IDENTIFY
WHO NEEDS TRAINING ANDTRAINING
WHAT NEEDS
DO THEY NEED TO
LEARN

TAKING
DESIGN ANDACCOUNT OF LEARNING
PROVIDE TRAININGTHEORY(HOW
TO MEETPEOPLE LEARN)
IDENTIFIED
NEEDS

ASSESS WHETHER TRAINING HAS ACHIEVED ITS AIM IN TERMS OF

SUBSEQUENT WORK PERFORMANCE

IF NEED BE MAKE AMENDMENTS TO ANY OF THE EARLIER STAGES FOR

IMPROVEMENT
IMPORTANT TASK IN SYSTEM APPROACH
BUILD AND MAINTAIN SUPPORT FOR T AND D

BUILD TRAINING COMPETENCIES AND CAPACITY

DEVELOP TRAINING MATERIALS

BUILD INTERNAL STRUCTURE PROCESS

STRATEGIC PLANNING

NETWORKING TRAINING RESOURCES

APPLING AND CONTROLLING PERFORMANCE

MONITORING AND EVALUATING