Training needs assessment

TRAINING &
DEVELOPMENT

Dr.V.Veera Balaji Kumar

TRAINING NEEDS
ASSESSMENT
TRAINING NEEDS
ASSESSMENT
• Training needs can be identified
by deducting the existing skills
from the job requirements.
• A training need exists when there
is a gap between what is required
of a person to perform his/her
work and what he/she knows.
• Training needs assessment or
analysis is the method of
determining if a training need
exists and if it does what training
is required to full the gap.
REASONS FOR T. NEEDS
ASSESS.
• To determine whether training is needed
• To determine causes of poor performance
• To determine content and scope of training
• To determine desired training outcomes
• To proved the basis of measurement
• To gain management support
LEVELS OF T. NEEDS
ASSESS.
• There are three level on
needs assessment:
• Organizational analysis
• Task analysis
• Individual analysis
ORGANIZATIONAL ANALYSIS
• Looks at the effectiveness of the
organization & determines where training
is needed and conditions for its conduction.
• OA should identify:
– Environmental impacts
– State of economy and operating costs
– Changing work force demographics
– Changing technology
– Trends such as workplace harassment
– Organizational goals and resources available
– Climate and support for training
Sources of information to conduct OA

• Organizational goals & objectives,

mission statements, strategic plans.
• Staffing inventory, succession planning,
long-and-short-term staffing needs.
• Skills inventory: short-term & long-term
needs, organizational climate indices –
labour management relationships,
turnover rates, absenteeism,
observations of employee behaviour,
accidents, attitude surveys, customer
complaints, productivity, grievances.
Sources of information to conduct OA

• Analysis of efficiency indices, costs of labor,

costs of materials, quality of products,
equipment utilization, production rates,
costs of distribution, down time, waste, late
deliveries, repairs.
• Annual report
• Changes in equipment, technology
• Planning systems
• Delegation and control systems
• Plans for reorganization or job restructuring
• Employees attitudes & satisfaction
 SYSTEM OVERVIEW EXAMPLE
Purpose: To gain an understanding of the system, such as department or process.
This will aid the performance process by giving the analysts and developers a
background to work from.
 Department: Vehicle Maintenance
Date: February 11, 2001
Training Analyst: Dorothy Smith
Department Supervisor: Jim Hamilton
Summary of Activities: Performs basic maintenance on the company's
vehicles. The maintenance program includes basic tune-ups, changing tires,
washing and waxing, diagnostic, replacing parts, oil changes, and lubrication. Fleet
includes 76 cars.
Inputs:
Number of People: 11
Main Material Used: Car parts such as tires, brakes, mufflers, batteries,
spark plugs. Oil, and lubricants.
Main Technologies Used: Vehicle diagnostic equipment such as
multimeters and oscilloscopes. Tool sets. Air wrenches.
Important Time Factors: Due to delivery schedules, the daily
preventive maintenance checks on 30 delivery vans must be performed
in less than 30 min.
Process: Vehicles have several preventive maintenance checks and services
performed on them periodically (daily, monthly, and quarterly). Broken vehicles
are repaired as quickly as possible.
Output: Well-maintained and operational company vehicles.
Problems: New personnel have to be trained on the main engine diagnostic
machine as most only know the basic capabilities while the full range of its
capabilities are used in this shop. They also have to be trained on the newly
acquired delivery van's brake system.
Background of Proposed Learners:
Average Educational Level: 14 years (Technical Trade College)
Average number of years of experience: 6
Average number of years employed by company: 5
Required entry level skills and education: Certificate from trade school
or 4 years experience
Anticipated number of learners: Seven, plus future new hires
Job requirements verses learner’s skills: Replace brakes (antilock
system) on delivery vans - new hires are not familiar with this system. Advanced
capabilities of the diagnostic machines.
Language or culture differences of learners: 5 of the employees are
from a white middle class background (1 female), 5 are Mexican/American (no
females), 1 is Black (male). All are fluent in English. All racial groups seem to
respect each other.
Motivations of learners: Highly motivated -- they seem to take pleasure in
doing quality work. Newly hired personnel seem eager to learn in order to advance.
Physical or mental characteristics of learners: All seem physical fit. No
apparent mental handicaps from observations or records.
Specific interests or biases of learners: Like to talk about cars, racing,
women, and sports. Although they seem to respect the one female employee,
when she is not around, they sometimes make vulgar jokes about females. This
could lead to future problems as the company is presently recruiting more females
in all company functions.
TASK ANALYSIS
• Task analysis provides
data about a job or a
group of jobs and the
knowledge, skills,
attitudes and abilities
needed to achieve
optimum performance.
Sources of information to conduct
Task analysis
• Job description
• KSA analysis
• Performance standards
• Observe of the Job/sample the
work
• Perform the job
• Job inventory questionnaire
• Review the literature about the
job
• Ask questions about the job
• Analysis of operating problems
 Job Description Analysis
Purpose: Provides a job description. This will aid various Human Resources
processes, such as training or hiring, by detailing the requirements of the job.
 
Department: Sales and Service
Date: February 11, 2001
Analyst: Marsha Hide
Department Supervisor: Sam Gaunter
Job Title: Customer Service Clerk
Job Code: 0742
Purpose and Description:
Assures that customers receive efficient and courteous service through processing of
orders by mail, telephone, or in person.
Provides pricing and delivery information.
Receives and answers, customer questions and complaints within established guidelines.
Acts as liaison between customer and various organization departments.
Maintains appropriate records and prepares printed reports.
Operates Computer terminal.
Performs word processing and related clerical duties.
Supervision required: Light supervision.
Number of people supervised: None
Skills, Education, and Experience required: High School Diploma. Type a
minimum of 45 WPM. Prior experience working with a personal computer.
Special job demands (working conditions, travel, hazards, etc.): Must
be able to work in a fast paced environment, be a team player, and maintain
good relationships with customers
 INDIVIDUAL ANALYSIS
• INDIVIDUAL ANALYSIS - analyzes how well the
individual employee is doing the job about and
determines which employees need training and
what kind.
• Sources of info to conduct IA:
– Performance evaluation
– Performance problems
– Observation
– Work samples
– Interviews
– Questionnaires
– Attitude surveys
– Checklists or training progress charts
Steps in needs assess. process

• Training needs assessment process

consists of three steps:
– Performing GAP analysis – to determine
causes of training needs in the organizational
context.
– Prioritizing the needs - on the basis of
importance to the organization
– Developing action plan - setting the
objectives, identifying suitable training
methodology, estimating the cost for the
training program and finalizing the dates.
Techniques for investigating
Organizational & Personal needs

• Direct observation
• Questionnaires
• Consultation with key people
• Review of literature
• Interviews
• Focus groups
• Tests
• Work samples
• Behavioral anchored rating scales (BARS)
 Advantages of training needs
assessment
 COMPETENCY MAPPING
• Success entails both what the employee
does (applying technical knowledge, skills
and ability) and how he does it (behaviour
demonstrated through interacting and
communicating)
• Competencies are identified behaviours,
knowledge, skills and abilities that directly
and positively impact the success of
employees and the organization.
• Competencies can be objectively
measured, enhanced and improved
through coaching.
Core competency examples
• Technical & functional enterprise:
knowledge & skills described in observable & measurable
terms
• Understanding the business : purpose and
mission of the organization
• Achieving results : attaining goals & objectives
• Serving the customer : fulfilling internal &
external customer needs
• Teamwork : collaborating & cooperating to get the job
done

• Interpersonal & communication skills

• Leadership & Personal effectiveness
• Leadership : Motivating,
influencing, and supporting others to
accomplish team & organizational
goals
• Personal effectiveness :
Developing oneself, achieving results
and solving problems. Planning,
organizing and managing time and
work.
 COMPETENCY MODEL
• A competency model is a descriptive tool
that identifies the skills, knowledge and
attitude of an employee needed to
effectively perform a role in the
organization and help the business to meet
its strategic objectives.
• The model is presented as a learning
continuum It is divided into three levels:
– Basic – level at which someone new to skill performs
– Intermediate - level at which someone with
detailed knowledge & skills. Operational responsibility for
the area.
– Advanced – level at which someone with mastery of a
Competency approach

• Provides a cutting edge guide

to:-
– Reduce ambiguities in job &
work expectations
– Hire the best available people
– Maximize productivity
– Enhance 360º feedback
processes
– Align employee behaviour with
organizational strategies &
values
MODEL FOR COMPETENCY MAPPING
MODEL FOR COMPETENCY
MAPPING
Self rating by
Competencies employee on each
requirements by competency
various heads

Missing links

Functional heads
also define the
TRAINING extent to which
an employee
possesses a
competency
IMPLEMENTING COMPETENCY MODEL
Competency assessment for training public health
workers Analytic/Assessment Skills

Determines appropriate uses and limitations of both quantitative and

qualitative data; Evaluates the integrity and comparability of data
and identifies gaps in data sources ; Obtains and interprets
information regarding risks and benefits to the community ; Applies
data collection processes, information technology applications, and
computer systems storage/retrieval strategies
Policy Development/Program Planning Skills
Collects, summarizes, and interprets information relevant to an issue
; Identifies, interprets, and implements public health laws,
regulations, and policies related to specific programs ; States the
feasibility and expected outcomes of each policy option
Financial Planning and Management Skills
Develops and presents a budget ; Manages programs within budget
constraints ; Monitors program performance ; Applies basic human
relations skills to the management of organizations, motivation of
personnel, and resolution of conflicts
MAPPING CAREER PATH THROUGH
COMPETENCY ASSESSMENT

• For learning new skills in fast paced biz

environment.
• For moving to new area of biz or
promotions.
• Competency assessment tool (CAT)
assesses professional competencies.
Calculates the skills gap between where
you are now and where you want to go.
Also makes recommendations on how to
get there.
Competency Assess. Tool
(CAT)
quickly helps you gain knowledge,
by:
• Providing a complete list of
competencies relevant to a specific
area
• Evaluating proficiency levels in those
competencies
• Highlighting specific areas where
development is needed
• Recommending strategies for
Competency model

• Professional competencies arranged

in four categories. They are
ii.Personal attributes
iii.Leadership qualities
iv.Expertise
v.Specific skills