1. TRAINING: NEEDS ANALYSIS AND MEASURING THE EFFECTIVENESS
UNIT – II
TRAINING NEEDS ANALYSIS

2. What 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

3. Why Training Needs Analysis?
TNA helps:
To determine whether resources required are available or not.
To plan the budget of the company
To identify areas where training is required
To find out the alternate action where training may not be appropriate

4. Objective of Training Need Analysis
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.

5. Training Forecast
The following future needs will force the company to train, or retrain its employees
1) Expansion ) Promotion
2) Reorganisation 8) Seasonal variations
3) New Methods ) Change in layout
4) New Equipment 10) Special jobs
5) New Products ) Change in
manning levels
6) Retirements ) Attritions

6. A Model for Needs Assessment
Determine the Purpose
Identify Data Needed
Design Data -Gathering Approach
Gathering Data
Analyze and Verify Data
Set Training Priorities

7. ADDIE or Instructional System Design Model
Analyse
Design
Develop
Implement
Evaluate

8. Results-based Training Design
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

9. 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.

10. Defining Immediate and long range training needs
Current Desired
Level of
Performance
Actual
(Projected) Desired
Discrepancy
Reveals
Immediate Training
Needs
Long Range Training

11. Model for Needs Assessment
Determine Purpose
And Objectives
Identify the Data
Needed
Design Data Gathering
Approach
Gather Data
Analyze and Verify
Data
Set Training
Priorities

12. 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.

13. 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.

14. Assumptions (Contd…) Assumptions common for both Orgns. And people:
There needs, therefore, to be a match between achieving organisational goals and providing attractive learning opportunities.

15. 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

16. 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.

17. Performance and Needs at 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.

18. 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.

19. 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.

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

21. 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.

22. Implementing ( Level 1) (contd…)
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.

23. 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.

24. Improving ( Level 2) 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.

25. 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.

26. 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

27. 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.

28. Tools 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

29. Diagnosing Employee Performance Problems

30. Training Need arises at three levels:
NEED Requirements
Training Need arises at three levels:

31. Job Analysis, Job Descriptions and Job Specification
(What the job is)
Job Analysis
(Overall
examination
Process)
Job Specification
(What the worker does)

32. Job 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

33. Source: Fisher, Schoenfeldt, & Shaw (2003)
Job Analysis Process
Source: Fisher, Schoenfeldt, & Shaw (2003)

34. Phase 1 Scope of Project Decide purposes of project
Job design
Recruiting
Selection
Performance appraisal
Training
Compensation
Decide which jobs to include

35. Phase 2 Methods 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

36. Phase 2 Methods (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.

37. Phase 3 Data Collection & Analysis
Collect job data
Analyze job data
Report results to organization
Recheck job analysis data periodically

38. The Interview as a Method of Collecting Job Analysis Information
Some 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) certification
and 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? 5

39. Phase 4 Assessment
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?

40. Uses of Job Analysis Information
Job Description
and
Job Specification
Job Evaluation
Wage and Salary
Decisions
(Compensation)
Recruiting and
Selection
Decisions
Performance
Appraisal
Training
Requirements 2

41. Items Commonly Found in a Written Job Description
1. Job identification
2. Job summary
3. Responsibilities and duties
4. Authority of incumbent
5. Standards of performance
6. Working conditions 7

42. Job Description Guidelines
Be clear
Indicate scope of authority
Be specific
Be brief
Recheck 8

43. Job Specifications The job specification takes the job description
and answers the question, “What human
traits and experience are required to do this
job well?” 9

44. Jobs Specifications Based on Statistical 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
5. Statistically analyze the relationship between the
human trait (finger dexterity) and job performance. 10