HR Practitioner Tools
3N:
Training
and
Development
Guidance
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3N Training and Development Guidance
Training Needs Assessment, Design, Delivery and Evaluation
Training is the use of systematic and planned instruction activities to promote learning.
However, not all learning requires formal training. Formal training can only be justified
when:
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It is based on genuine development needs identified at ministries, departments
and agencies (MDA), department or individual level and prioritised based on
strategic objectives
The knowledge and skills cannot be acquired satisfactorily through self-directed
learning or other learning initiatives
New skills are required by a number of people, which have to be developed
quickly to meet new demands of the organisation and cannot be gained by
relying on experience
The tasks to be carried out are so specialised or complex that people are unlikely
to master them on their own initiative
An ongoing development need common to a large population has to be met that
can readily be dealt with in a training event or programme, for example
induction
Adequate resources exist to conduct the training exercise.
Once it has been agreed that the provision of formal training is justified, a systematic
process is needed to design, develop, deliver and evaluate the effectiveness of a tailored
training intervention. This tool is designed to provide a useful starting point for the
process.
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Contents
Step 1: Training Needs Analysis ................................................................................................. 3
Needs-Based Learning ........................................................................................................... 3
Training Needs Analysis ......................................................................................................... 3
Service-wide or MDA-level Training Needs Analysis ......................................................... 3
Department- or Unit-level Training Needs Analysis .......................................................... 3
Individual Training Needs Analysis .................................................................................... 4
Step 2: Training Design .............................................................................................................. 4
Step 3: Training Delivery ............................................................................................................ 5
Step 4: Training Evaluation ........................................................................................................ 6
Levels of Training Effectiveness ............................................................................................. 6
Feedback to Stakeholders ...................................................................................................... 6
Annex 1: Training Needs Analysis Interview .............................................................................. 8
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3N Training and Development Guidance
Step 1: Training Needs Analysis
Needs-Based Learning
A development need exists when there is a gap between what is required of a person to
perform their job proficiently, and what they actually know or the skills they are able to
demonstrate. Factors other than lack of training may be the cause of poor performance, e.g.
weak performance management, too few staff, badly managed workload, inadequate
infrastructure and equipment – hence the need for a thorough needs assessment.
Where training is believed to be the most appropriate learning solution this must be
because it is based on a sound understanding of what needs to be done and why. This is
only possible if the learning needs of the organisation, and the groups and individuals within
it, have been identified and analysed.
Training Needs Analysis
Performing a Training Needs Analysis (TNA) is the first step in the training process and is
critical for any successful programme. The purpose of a TNA is to determine whether
training is the best solution, and to identify what training is needed to fill the knowledge or
skills gap. This step is often disregarded for reasons such as time constraints or lack of
perceived value by management. However, skipping the TNA can mean that time and
money may be wasted on training that is unnecessary or ineffective.
Reasons for conducting a TNA are:
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To determine whether training is needed
To determine the reasons behind the lack of knowledge or skill
To determine the content and scope of training
To determine the desired training outcomes
To provide a basis of measurement
To gain management support.
The needs analysis/assessment can be carried out at three levels: service-wide/MDA,
department/unit or individual.
Service-wide or MDA-level Training Needs Analysis
The MDA analysis is aimed at short-listing the focus areas for training within the MDA and
the factors that may affect the same. MDA mission, vision, goals, people inventories,
processes, performance data and employee surveys are all studied, with training prioritised
based on short- and long-term strategic objectives.
Department- or Unit-level Training Needs Analysis
This kind of analysis looks at job data and the workforce plan. There is an objective
assessment of the tasks, knowledge and skills required to perform each job, outlined in the
job description. Unit heads might also usefully be interviewed (see Annex 1 for an example
template).
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Individual Training Needs Analysis
As evident from the name itself, individual analysis is concerned with who in the
organisation needs the training and in which particular area. Here, development needs are
typically extracted from the performance appraisal and through one-on-one meetings and
interviews with managers.
Step 2: Training Design
Once training has been confirmed as the appropriate learning intervention, the training
goals should be defined. The goals should reflect the overall goals and strategy of the
service and should then be broken down into specific training and learning objectives.
These should be measurable and observable, to facilitate post-training evaluation.
Once the goals and objectives have been agreed, the training content can then be
developed. It should be meaningful, provide for transfer of learning and motivate the
learner. In addition, the material must be presented in a logical manner and organised into
sensible units that are directly relevant to the officer's day-to-day experiences and practical
challenges faced in their work. Wherever possible the training situation should closely
match the usual work situation of the learner.
Good training design has a number of dimensions:
Competencies. The design must clearly define the competencies that are to be developed
through training. This requires:
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Understanding of the target audience for training
Clarity about which competencies are required, and what constitutes poor, good and
excellent performance for each
The sequence in which these competencies are best developed.
Learning. Training is intended to help course participants to learn. Facilitating adult learning
is not the same as ‘teaching’. Adults have different learning styles and good course design
should cover different methods to get things across (see below).
Methods. Lecturing is not the most effective way to stimulate learning. Research shows that
experiencing something is six times as likely to lead to learning as hearing about it. Hence
‘action’, ‘active’ and ‘experiential’ learning are preferred. For most training, a simple
three-point method can achieve this:
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Use PowerPoint, posters and flipcharts to ‘tell’
Use videos, worked examples, case studies, etc. to ‘show’
Use exercises and role-plays to safely practise and sample the ‘experience’.
For technical competencies, assignments and projects in the workplace are often necessary
to ensure that new skills and knowledge can be applied successfully. For behavioural
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competencies, performance coaching on the job is increasingly understood as effective
learning reinforcement.
Complimentary learning activities. It may be appropriate to reinforce course-based learning
through complimentary capacity-building activities such as on-the-job training, coaching,
mentoring, action learning, structured deployment or performance management, focus
groups, knowledge-sharing sessions, workshops, or continuous professional development.
Step 3: Training Delivery
This section assumes that training is being delivered to an appropriate audience, based on
the needs identified as part of the TNA. The purpose of training is to not for the facilitator to
talk about what they know, but rather to stimulate targeted learning in those attending.
People generally remember:
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10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and write
90% of what they practise.
Therefore, active learning though role-plays, case studies and other practical tools is an
essential part of training delivery, as people learn best by 'doing'. These methods provide as
much realistic practice as possible.
Trainers never assume that all of their audience understands what is being discussed. They
should continuously ask questions of the audience to confirm whether this is the case,
correcting and reinforcing responses as appropriate.
Ideally, the facilitator should possess the following training skills but bear in mind that
practice makes perfect and it is much better for an internal facilitator to run a training
session within the MDA that is directly relevant to the officer's day-to-day responsibilities,
than for an officer to be sent on an external training course that is not directly relevant to
their role or needs, no matter how well rehearsed or experienced the instructor.
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Training Skills
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Subject matter
expert
Ability to
demonstrate
concepts practically
Ability to link
concepts – old and
new
Self-awareness
Learning facilitator
rather than ‘teacher’.
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Ability to listen
Sense of humour
Communication and
theatrical skills
Flexibility
Organisational skills
Ability to ask and
respond to
questions.
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Personality
Patience
Confidence
Presentation skills
Bias towards practical
learning.
Step 4: Training Evaluation
Once the training has finished there may be a temptation to think that the training process
is complete. This is not the case.
Without measuring the reaction, learning, behaviour and results of the training, its value for
money and return on investment for the service or MDA cannot be demonstrated or
assumed. There are four levels of training effectiveness that can be advantageously
established using post-training.
Levels of Training Effectiveness
Level 1. Evaluate trainees’ reactions to the programme. Did they like it? Did they think it
worthwhile? (Use feedback form.)
Level 2. Test the trainees to determine whether they learned the principles, skills and facts
they needed to learn (Use daily learning log, questionnaire.)
Level 3. Ask whether the trainees’ behaviour on the job changed because of the training
programme (For example, ask managers to measure behaviour against job objectives set
prior to training, or discuss with focus groups, or conduct individual interviews.)
Level 4. What final results were achieved in terms of the training objectives previously set?
(For example, interview department/unit heads to determine how training has impacted on
overall performance of the service or MDA.)
These techniques will establish whether the trainees learned what had been intended,
whether they were able to implement what they had learned and whether they improved
their job performance or service to the public as a result of the training. Collecting feedback
about what trainees did not learn is a valuable way of improving training and leads to better
training design next time.
Feedback to Stakeholders
Finally, it is important that once training has been evaluated and successes and areas for
development identified, this is formally presented back to the relevant stakeholders to
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ensure their return on investment and that outcomes are recognised. This is much more
likely to lead to future support and approval for needs-based training.
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3N Training and Development Guidance
Annex 1: Training Needs Analysis Interview
Key Details
Unit name:
Unit manager:
List of all duty
posts/jobs in
the unit:
What is the main purpose of the unit?
Xx
Are there detailed job descriptions and person specifications for each duty post? If so, please provide copies. If not, which jobs still need job
descriptions?
Xx
Strengths (what is on ground now)
Please describe the skills and competencies already in the unit
Xx
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Weaknesses (what is on ground now)
Please describe the skills and competencies that are NOT in the unit
Opportunities (needs)
What skills, knowledge or behaviours could help your unit more effectively deliver its specific strategic goals and objectives?
Threats (needs)
What skills, knowledge or behaviours could help your unit manage and overcome any threats/challenges it is currently facing?
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3N Training and Development Guidance
Discuss each officer in the unit and consider the capacity-building interventions below.
Write the name of each officer in the column that best describes the most appropriate capacity-building approach(es) for that officer. The
same officer can be listed in a MAXIMUM of three separate columns.
Classroom
training
On-the-job
training
Mentoring/
coaching
KnowledgeDeployment/
sharing sessions secondment
Workshops
Professional
development
SMART
objectives
Definitions:
 Classroom training – typically a formal course away from the work environment
 On-the-job training – manager or more experienced peer supports day-to-day learning
 Mentoring – pair less experienced individual with more experienced individual; informal help by one person to another
 Coaching – effective, personalised management and development support for a named individual
 Knowledge-sharing sessions – regular sessions to keep knowledge fresh, identify challenges and discuss common issues, facilitated by
an experienced member of staff
 Deployment/secondment – structured job rotation
 Workshop – informal/formal session designed to achieve specific objectives
 Professional development – training/lectures/conferences to keep up to date with latest industry trends, practices and ideas
 SMART objectives – structured, pre-agreed performance targets that are set for an agreed period, with performance later evaluated
and development areas identified.
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