TRAINING PROCESS

TRAINING PROCESS STEPS

 Training Need Analysis / Assessment

 Setting Training Objectives
 Designing the training plan
 Training Implementation
 Training Evaluation
1.TRAINING NEED ASSESSMENT

Training Need Analysis is a systematic approach for determining

training need gap.

Objective:
 To understand the training need gap
 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 provide a basis of measurement
CLASSIFICATION OF TNA
MACRO LEVEL
 Aligned with strategic goals
 Three levels of training need
analysis
 Organizational
 Operational
 Individual level
MICRO LEVEL
 Initiated by performance problems
or change
 Assessment done to clarify
problems, determine if training is
the solution, analyze the
performance
STEPS IN TNA
1. IDENTIFICATION OF PROBLEM NEEDS:
a) Determine the context
b) Perform gap analysis
c) Set objective

2. DETERMINATION OF DESIGN OF NEEDS ANALYSIS:

a) Establish method selection criteria
b) Assess advantages and disadvantages for methods
3. DATA COLLECTION:
a) Interviews
b) Questionnaire
c) Surveys
d) Review Documents
e) Observation of people behavior

4. DATA ANALYSIS:
a) Qualitative or Quantitative Analysis
b) Determine solutions/recommendations

5. FEEDBACK:
a) Reporting
b) Oral Presentation
TYPES OF TRAINING NEED ASSESSMENT
TYPES OF ANALYSIS WHAT THE ANALYSIS ANSWERS
Performance Analysis or gap  Is this a skill/ knowledge deficiency
analysis  How can the deficiency be addressed?
 Is training the appropriate way to fix this
deficiency?

Feasibility Analysis  Why should the training be done

 Is the benefit of training greater then the
cost of the deficiency
  Why should this training be done
Need vs Want Analysis  Is this deficiency tied to a need

What is the specific behavior improvement

Goal Analysis 
behind a vague desire

What is the best and correct way to do this

Job / Task Analysis 

 How can this job be broken into teachable

part

 Who is the trainee for this training

Target Group Analysis  What is known about them to help design
and customize this training
 What other groups might benefit from
training

Contextual Analysis  When will the training be presented

 What are the other requirements for
conducting training
DETERMINE THE DESIGN PLAN

THE SECOND STEP IN TNA IS TO DETERMINE THE FOLLOWING:

I. Target groups to be trained

II. Interviewees
III. Survey methods
IV. Survey plan
V. TNA Schedule
VI. People who will conduct TNA
Target Audience / Groups
THE SURVEY MUST CLEARLY DEFINE THE TARGET GROUP OF THE TRAINING, I.E.,
TARGET POPULATION.

The survey should produce the following elements in its report: training
subject(s);

 importance of the training

 time requirements
 current target group
 potential target group
 frequency of training; and
 required outputs of the training.
Interview Process

 Once a target group for the training, i.e., target population, is

identified, interviewees for the survey are selected.

 It is likely that all the officials of the target group cannot be

interviewed due to time constraints.

 Thus, sampling of the target population which will be addressed in

the next section should be used.
Survey Methods

 Structured Interview
 Semi Structured Interview
 Observation
 Questionnaire Survey
 Focus Group Discussions
 Workshop
Sampling Methods

 Random Sampling : Purest form of probability sampling

 Systematic Sampling: Nth name selection technique
 Stratified Sampling: Superior to random sampling it reduces sampling
error.
Data Collection

TYPICAL METHODS OF DATA COLLECTION ARE AS FOLLOWS:

 Surveys
 Focus groups
 Individual interviews
 Reviewing existing documents
 Discussions with steering group
 Discussions with relevant bodies
Sources For Collecting Data
FOR TASK ANALYSIS:

 Job description
 KRA analysis
 Performance standards
 Observe the job/sample the work
 Perform the job
 Job inventory Questionnaire
 Review literature about the job from other top performing
companies
 Sources of Information for individual
Analysis
Performance evaluation - Identifies weaknesses and areas of improvement.

Performance problems - Productivity, absenteeism or tardiness, accidents, grievances, waste, product quality, down time,
repairs

Observation - Observe both behavior and the results of the behavior.

Work samples - Observe products generated.

Interviews - Talk to manager, supervisor and employee. Ask employee about what he/she believes he/she needs to
learn.

Questionnaires - Written form of the interview, tests, must measure job-related qualities such as job knowledge and skills.

Attitude surveys - Measures morale, motivation, satisfaction.

Checklists or training progress charts - Up-to-date listing of current skills.
Competency Analysis

 What are competencies?

 Enduring characteristics of a person that result in superior on-the-job
performance
 Areas of personal capability that enable employees to successfully
perform their jobs by achieving outcomes or successfully performing
tasks
SETTING OBJECTIVES

 Identifying the purpose of the training

 Define / Describe the expected outcomes
 Align training objectives with business goals.
 Set Standards
TRAINING IMPLEMENTATION

 Selection of internal or external trainer based on the type of training

 Development of Training programme content
 Deriving a Training Plan
 Designing of training schedule
 Selection of materials to be used in training
 Selection of appropriate training set up – Logistical and Physical
Arrangements ( e.g Classroom or On job training)
 Conducting the training
TRAINING EVALUATION
An evaluation is the systematic and objective assessment of an
ongoing or completed project, program or policy, its design,
implementation and results.

The aim is to determine the relevance and fulfillment of objectives,

development efficiency, effectiveness, impact and sustainability.

Methods of Training Evaluation

 Program Assessment
 Employee Assessment
 Employee Feedback
KIRKPATRICK EVALUATION MODEL
Level 1: Reaction
The degree to which participants find the training favorable, engaging and
relevant to their jobs

Level 2: Learning
The degree to which participants acquire the intended knowledge, skills, attitude,
confidence and commitment based on their participation in the training

Level 3: Behavior
The degree to which participants apply what they learned during training when
they are back on the job

Level 4: Results
The degree to which targeted outcomes occur as a result of the training and
the support and accountability package