WORKSHOP ON
TRAINING NEEDS
ASSESSMENT &
PROGRAMME
DEVELOPMENT
POWERED BY:
INDUSTRIAL TRAINING FUND, LEKKI
AREA OFFICE
20-22 March, 2012
it’s a
GREAT DAY
 Welcome/
Introduction
 Expectations from Participants
 Ground Rules
 Leave personal baggage behind
 Interactive participation
 There is no single right answer
 Only one person talks at a time
 Avoid distractions (control all mobile phones)
 Delivery Method
 Interactive
 Experience
sharing
 Groups Discussions
 Conveniences
 Appreciating
Your Organisation.
Ground Rules
Cell
Phones To Vibrate
Everybody Participates
Listen Actively!
Share Your Knowledge
Be Open Minded
why are we here?
“There is nothing training cannot do.
Nothing is above its reach.
It can turn bad morals to good;
it can destroy bad principles and recreate
good ones; it can lift men to angelship.”
Introduction
In advance economies, proper identification of
training needs constitute the foundation for effective
training intervention and programme design.
With the resources for training shrinking everyday
and the demand for training increasing, managers
need to acquire knowledge in training needs
assessment in their organisations, and develop
required skills to design appropriate programmes to
address the training needs.
This workshop is designed to equip and expose
Human Resource Development (HRD) practitioners
with requisite skills of learning and development
function and how needs assessment fits into the
process, followed by an in-depth look at the core
concepts and steps involved in conducting training
needs assessment.
Objectives of the Workshop
 At
the end of the workshop, participants
should be able to:
 Define Training Needs Assessment;
 Discuss different approaches to Training
Needs Assessment;
 Design Training Needs Assessment
Template;
 Identify individual and group training
needs using a variety of methods;
 Design and Develop Appropriate Training
Intervention
Content
 Training
Needs Assessment – Starting Out.
 Levels of Training Needs Assessment.
 Approaches to Training Needs
Assessment.
 Target Setting.
 Job Analysis.
 Training Needs Assessment Template
Design.
 Designing and Developing Training
Intervention.
 Training Needs Assessment Evaluation.
 Practical Exercise.
TIME-TABLE FOR WORKSHOP ON TRAINING
NEEDS ASSESSMENT & PROGRAMME DEVELOPMENT
DAY
ONE
DAY
TWO
DAY
THREE
9 am -9.30 am
10am – 11.30am
11.30 am – 1 pm
Opening Ceremony
Training Needs
Assessment– Starting Out
MODULE FOUR (A)
9 am – 11 am
MODULE FOUR (B)
11 am – 1 pm
MODULE FIVE (A)
1 pm – 2 pm
Tea Break/Development of
Small /Medium Enterprise
in Nigeria
Marketing for Small and
Medium Enterprise
Operational Guidelines of
the new Pension scheme
MODULE SIX (A)
9 am – 11 am
MODULE SIX (B)
11 am – 12 noon
MODULE SIX (C)
12 noon – 1 pm
Tea Break / starting your
Business
Feasibility Study
Business Plan
Levels of Training Needs
Assessment
1 pm – 2 pm
2 pm -2.30
pm
Group/Ind
. Exercise
Group Lunch
2.30 pm – 4 pm
Job Analysis
MODULE FIVE (B)
3 pm – 5 pm
2 pm – 3 pm
Lunch / Prayer
Role of Pension Fund
Administrators and Custodians
1 pm – 2 pm
Presentation of Certificate /
Communiqué
2 pm – 3 pm
Lunch /Prayer/ Closing
Competency System
“people
connect”
Networking: How it Works
 One
of the best investments you can
make in life is to constantly develop
friendships that can help you when you
need it, and of course, you can also help
when they need it. It is a two-way track.
 A chain of interconnected people and
situations gets you a job at the top! It is
not a passive siddon-look-and-hope-ithappens-because-I deserve- it sequence
of activity.
 It’s about meeting people and keeping in
touch with them
What You Gain by Networking?
 Networking
has helped a lot of people
 􀀹 Break barriers between the possible
and impossible.
 􀀹 Bridge gaps between the known and
unknown.
 􀀹 Build relationships where friendships
never existed.
Using FOUR straight lines,
join ALL the dots
WITHOUT lifting your pen from the paper









4 straight lines
Join ALL dots
Do not lift pen









4 straight lines
Join ALL dots
competitive
Do not lift pen
leverage can only



be achieved if we
play at the fringes
of the law






TRAINING NEEDS
ASSESSMENT –
STARTING OUT
18
Training & Development
 What
is training? What is development?
 Training: enhances the capabilities of an
employee to perform his or her current job

Focuses on the current job
 Examples


for a bank teller:
Training program to correctly identify counterfeit
currency
Training program in the bank‟s new computer
system used by tellers to process customer‟s
transactions
19
Training & Development

Development: enhances the capabilities of
an employee to be ready to perform possible
future jobs

Focuses on future jobs

Developmental education programs

Examples for a bank teller:




Bank sends the teller to a day-long workshop on
“Emerging Issues in Finance & Banking”
Bank pays for the employee to get his or her MBA
degree
Developmental job experiences

Examples: job rotation or job enlargement

Example: mentoring
Developmental interpersonal relationships
20
Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
Learning is provided in order
to improve performance
on the present job.
(Nadler, 1984)
What have you done today to enhance
(or at least insure against the decline of)
the relative overall useful-skill level
of your work force
vis-a-vis competitors?
Tom Peters
Thriving on Chaos
-
What is a competency ?
A competency is a combination of
knowledge, Skills and Attitudes,
demonstrated in the performance of a
job by an individual.
24
THE INDIVIDUAL DEVELOPMENT
PLANNING
PROCESS. [IDP System]
1. Find the Required Level of
Competency for the Job.
2. Find the Personal Competency of the
Individual.
3. Find the gap which is the development
need.
What is a Needs Assessment?
“Needs assessment is the systematic effort
that we make to gather opinions and
ideas from a variety of sources on
performance problems or new systems
and technologies.”
Allison Rossett (1987)
Needs Assessment
 Refers
to the process used to determine
whether training is necessary
 Because
needs assessment is the first step
in the instructional design process:

If it is poorly conducted, training will not
achieve the outcomes or financial benefits
the company expects
Causes and Outcomes of
Needs Assessment
Reasons or “Pressure Points”
•Legislation
•Lack of Basic Skills
•Poor Performance
Outcomes
What is the Context?
Task
Analysis
•Customer Requests
•Higher Performance
Standards
•New Jobs
•Who Receives
Training
Organization
Analysis
•New Technology
•New Products
•What Trainees Need to
Learn
Person
Analysis
Who Needs the
Training?
In What Do
They Need
Training?
•Type of Training
•Frequency of Training
•Buy Versus Build
Training Decision
•Training Versus Other
HR Options Such as
Selection or Job
Redesign
•How Training Should
Be Evaluated
Why do a Needs Assessment?

To make sure we are applying the right solution to
the problem

To identify what learning will be accomplished

To identify what changes in behavior and
performance are expected

To determine the expected economic costs and
benefits
Steps of a Needs Assessment

Conduct Task Analysis and compile a Task Inventory

Perform a Gap Analysis

Select which tasks will be addressed

Determine performance measures for the trained
task

Select Training Method

Estimate training costs
Needs assessment involves:
(1 of 2)

Organizational Analysis – involves
determining:
 the
appropriateness of training, given the
business strategy
 resources available for training
 support by managers and peers for training

Task Analysis – involves:
 identifying
the important tasks and knowledge,
skill, and behaviors that need to be emphasized
in training for employees to complete their tasks
Needs assessment involves:
(2 of 2)
 Person
Analysis – involves:
 determining
whether performance
deficiencies result from a lack of
knowledge, skill, or ability (a training
issue) or from a motivational or work
design problem
 identifying who needs training
 determining employees‟ readiness for
training
To Train or Not
High
Problem: Low Motivation
Problem: Systemic
Method
Assess personal
consequences/ rewards
system
Method
Consider system issues, problem
is out of control of the employee
Problem: Bad Fit
Problem: Lack of Knowledge
or Tools
Job
Knowledge
Low
Method
Consider improper
placement of employee in
the position
Method
Training
Low
High
Employee attitude/desire to perform the job
THANK YOU
LEVELS OF TRAINING
NEEDS ASSESSMENT
“Training must have purpose and that purpose can be
defined only if the learning needs of the organization
the groups and individuals within it have been
systematically identified.”
Michael Armstrong, Human Resource Management
Practice, Kogan Page, 2001
Training Needs Assessment
 “A
training needs assessment provides
vital information about the real needs of
the organization. This pre-training tool
helps a company to strategically identify
specific areas needing attention
(training and non-training). The
assessment results help target training
more cost-effectively.”
How TNA Is carried Out

Revising the objectives

Collecting data about performance

Data analysis

Abstracting
performance
problems
(problems that can be solved by training)

Translating those problems into
needs;

Quantitative: How many to train, and

Qualitative: What KSA to impart
training
Sources of Information for TNA


Organisational goals and
corporate plans
Human resources and
succession plan

Personnel statistics

Exit interviews

Consultations with senior
managers

Data on productivity, quality
and performance

Departmental layout
changes

Management requests for
training

Knowledge of financial plans

Plans for introducing new
technology or
developing/deploying IT
systems

Marketing plans
Levels of Training Needs
 Organisational
Level
 Task/Departmental
Level
 Individual
Level
or Group
The Training Gap
What is
Training gap
What should be
Corporate or
functional results
Corporate or
functional standards
Knowledge and
skills possessed
Knowledge and
skills required
Actual performance
of individual
Targets or standards
of performance
TNA: Areas and Methods
Corporate
Analysis of
Strategic
Plans
Analysis of
Human
Resource
Plans
Group
Training
Survey
Individual
Performance
and
Development
Reviews
Job and
Role
Analysis
Benefits:
 Eliminate
chaos from your training efforts
 Set the direction and tone of your training
effort
 Align training with your business goals and
objectives
 Bring reason, cohesiveness and clarity to your
training effort
 Monitor the progress of your organization in
achieving its training goals
The bigger picture
Organisational performance
Employee performance
Employee Skills, Knowledge and Attitudes
Employee education, experience and training
Training Need Analysis (TNA)
Existing
• Skills
• Knowledge
• Attitudes
TNA is a tool to
identify the gap
Required
• Skills
• Knowledge
• Attitudes
Copyright 2006 by Atul Mathur
TNA (Step 1): Future performance
What are the goals for the future
performance of our organisation?
• profit
• growth
• customer base
• new products
•?
•?
Existing
performance
Future
performance
TNA (Step 2): Challenges
What are we concerned about?
What’re the challenges today?
What challenges we are likely to
face in the future?
Existing
challenges
Future
challenges
TNA (Step 3): Employee performance
In what way our employees should
start performing differently to help
us meet the challenges and take us
to the goals?
Existing
performance
Future
Performance
TNA (Step 4): New Skills, knowledge and
Attitudes
In order for our employees to
perform differently, what kind of
new Skills, Knowledge and
Attitudes they need to have?
Existing
•Skills
•Knowledge
•Attitudes
Required
• Skills
• Knowledge
• Attitudes
TNA (Step 5): Training needs
Now that we know what kind of
new Skills, knowledge and
Attitudes are required for our
employees, how can we bridge the
gap?
Existing
•Skills
•Knowledge
•Attitudes
Required
• Skills
• Knowledge
• Attitudes
TNA in essence…
1
Start with future organisational goals and challenges
2
Assess required employee performance to meet the goals and challenges
3
Assess required employee Skills, Knowledge and Attitudes to deliver the performance
4
Identify employee training needs to bridge the gap
TNA At Organisational Level
53
What is Organisational TN?

Training needs of an organisation
have to do with organisational
objectives;
 Orientation
programme to acquaint
all employees with policies
 IT
skills for new employees
 Market
knowledge, etc
54
Classification of Organisational TN

Recognised training needs

The need of the organisation, its structures, policies and
procedures and benefits

The need to know a Department, its policies, rules,
operating procedures and personnel

The need to have specific job skills and knowledge not
generally possessed by most new employees in their jobs
55
…..cont’d
 Requested
training needs

Changes in jobs and/or systems

Addition of new equipment

Department performance reviews

New and revised government requirements

Employee opinion surveys, organisational
studies, departmental meetings and focus
group discussions

Exit interviews conducted with departing
employees
Identifying the Danger Signals

These danger signals include the following:

increased customer complaints

a rise in workplace accidents

higher absenteeism

lower sales

increased scrap rates / reworking

low plant utilisation
57
…..cont’d

low staff performance

high staff turnover

poor financial indicators

low morale

problems with suppliers

benchmarking figures do not match or exceed
competitors

non-productive friction between departments

non-productive friction between employees
especially managers
Organisation Wide TNA Process

The process of carrying out an organisational
wide TNA or audit requires commitment from all
parties, individuals, managers and the HR and/or
training team.

The process should be undertaken only once in a
given year.

Use the ten questions from Grey (1994):
 What
is the perceived problem?
 What
are the aims and objectives?
 What
is expected from the TNA process?
…..cont’d

What performance is required from the
target group/ individuals?

Timescale?

Budgets: should they be considered? who
allocated what?

What barriers might exist?

How the information is to be presented/
collected

Is anything out of bounds?

Key issues/ areas of focus
Things To Consider

The way a TNA process is managed must depend
on the culture (how things are done) of the
organisation.

There is no point centralising the process if budgets
are distributed across the organisation,.

Equally there is no point delegating responsibility
for the TNA process if managers have no say in the
ability to offer solutions to meet needs.
…..cont’d

Carefully consider the end result as you plan the ITN
process.

How will you process the data?

What analysis do you need to do?

Invest quality time in the exercise to meet deadlines.

Align the processes and procedures to the culture of the
organization for effective implementation.
TNA At Group Level
63
TNA At Group Level CONT’D


Within a team or a department there are
needs which may be specific to that
group of people. It is also the case that
those needs may not be observable or
apparent to other parts of the
organization.
For this reason it is important that learning
needs and other needs are regularly
investigated and gaps addressed.
64
…..cont’d

Learning needs arise within teams, groups
and departments and these should be
addressed on a collective basis.

Team leaders or heads of departments
will have responsibility for performance in
their areas and may also have
responsibility
for
training
and
development.
Questions for Group TNA

Here are some questions to help
team/departmental learning needs.
you
identify

Is the provision of learning activities determined from
a consideration of organizational objectives?

Is the provision of learning activities determined from
a consideration of team / departmental objectives?

Does the team operate effectively as a team /
department or just as a collection of individuals?
…..cont’d

How might the team / department interact more
effectively with its internal customers?

Does the team / department meet to discuss ways
of operating more efficiently and effectively?

What skills of coaching and mentoring exist within
the department to support learning?

How does the team / department measure its
effectiveness and compare itself against other
similar teams / departments either within or external.

Are people encouraged to develop their own skills
and knowledge?
Questions for Group TNA

Do managers support and encourage the development
of people for whom they have responsibility?

Does your organization have clear objectives which
people understand and can explain?

Do people understand how they contribute to the
objectives of the organization?
…..cont’d

Is there a clear induction process for people
new to the organization?

To what extent does training and education
contribute to improved performance in the
organization?

How much training does each member of the
team / department receive each year?

Are effective interpersonal skills observed all
the time between members of the team /
department?
Occupational Group TNA

Occupational groups may also have needs specific
to that discipline

While professional bodies may provide training
programmes, it is unlikely that they will be sufficiently
focused to match the organization's specific
occupational requirements.
…..cont’d

The identification of learning needs
may be conducted to address a
specific cross-section of employees
within an organization such as
operators, administration, sales etc.
This enables resources to be
focused more directly on those who
have a specific need.
Questions for Occupational Group
TNA

Use these questions as a prompt to identify specific
areas of occupational training.

What current activities require specific training?

What future developments will require specific
training?

Is a job analysis carried out to identify the skills
and knowledge required for tasks in a particular
occupation?

How are the skills of staff evaluated and
compared
to
the
requirements
of
the
department?
…..cont’d

Does a procedure exist for upgrading the skills of staff?

How often is a staff appraisal carried out and how
often is there a follow up meeting?

Do members of staff have personal development
plans which are designed to enhance their skills?

Is a „license to practice‟ required for the occupational
area?
…..cont’d

How do you ensure that you get the
qualifying level of continuing professional
(education) points?

Do you regularly read professional / trade
journals – what are the current issues of
concern and which need addressing through
learning strategies?

Occupational standards are available for
most work areas and provide the most
comprehensive descriptions of work activities
– are these used to inform decision making?
TN At Individual Level
TNA At Individual Level
CONT’D

Managers
regularly
review
the
performance of those individuals for
which they have responsibility.

However, this is usually done during the
appraisal interview, but if this only occurs
once a year it is insufficient and should be
more frequent.
What is Individual TN?

Individual training needs are those not
required by typical employees.

They are training needs required by
specific employees for the purpose of;

Performance improvement

Eligibility for new job

Acquiring skills others already have
77
Basis for Individual TN

Performance reviews

Selection process

Testing and measurement

Employee career objectives

Succession plans
Questions for Individual TNA





Does the person have the ability to
successfully achieve work objectives?
Does the person have the right attitude for
the job?
What is the level of energy which is used
by the person?
Are they lacking specific areas of
experience which need to be addressed?
Can the person work flexibly?
…..cont’d




Does the person possess the interpersonal
skills to work effectively in their area?
Does the person have the specific
knowledge required for the post?
Do they demonstrate suitable maturity for
the post?
Does the person possess the people
management skills for their position?
…..cont’d





What is their level of productivity?
Does the person have the potential for
promotion?
Does the person have the qualifications
necessary for their current or future
positions?
Does the person have the ability to work in a
team?
Does the person have the specific technical
skills required for this or a future position?
TN At Individual Level
 Gap
between
current
employers‟
competence level (what is) and the desired
level (what should be):

TN = DL – CL
TN
(Training Needs)
DL
(Desired Level)

CL (Current Level)
Training Needs Form
Training Needs
Source
(Dept/Div/
Unit/Sect)
KS Deficiencies
Numbers of
Staff
Programmes to Meet
Training Needs
83
Summary
 “The
bottom line of needs assessment is to
determine organizational needs,
employee needs, and organizational
resources to provide needed training.”
JOB ANALYSIS
LEARNING OBJECTIVES
On
completion of this session,
you should be able to:
Identify
the methods of job
analysis
Identify the purpose of job
analysis
Breakdown a job into tasks and
identify the key result areas.
DEFINITIONS
 Job
Analysis is a process to identify and
determine in detail the particular job,
duties and requirements and the relative
importance of these duties for a given
job.
 Job Analysis is a process where judgments
are made about data collected on a job.
The Job; not the person
 An
important concept of Job Analysis is that
the analysis is conducted of the job, not the
person. While Job Analysis data may be
collected from incumbents through interviews
or questionnaires, the product of the analysis
is a description or specification of the job, not
a description of the person.
Purpose of Job Analysis
 The
purpose of Job Analysis is to establish
and document the ‘job relatedness’ of
employment procedures such as:
 Determining
Training Needs
 Compensation
 Selection Procedures
 Performance Review
Determining Training Needs
Job Analysis can be used in training/“needs
assessment” to identify or develop:




Training content
Assessment tests to measure effectiveness of
training
Equipment to be used in delivering the training
Methods of training (i.e. small group, computerbased, video, classroom……).
Compensation
Job
Analysis
can
be
used
in
compensation to identify or determine:





Skill levels
Compensable job factors
Work environment (e.g. hazards; attention; physical
effort)
Responsibilities (e.g. fiscal; supervisory)
Required level of education (indirectly related to
salary level).
Selection Procedures
Job Analysis can be used in selection procedures to
identify or develop:




Job duties that should be included in advertisements
of vacant positions;
Appropriate salary level for the position to help
determine what salary should be offered to a
candidate;
Minimum
requirements
(education
and/or
experience) for screening applicants;
Interview question;
Selection Procedures (Cont.)



Selection tests/instruments (e.g. written
tests, oral tests; job stimulations)
Applicant appraisal/evaluation forms;
Orientation materials for applicants/new
hires.
Performance Review
Job Analysis can be used in performance review
to identify or develop:





Goals and objectives
Performance standards
Evaluation criteria
Length of probationary periods
Duties to be evaluated
JOB DESCRIPTION
A Job Description is a structured and factual
statement of a job‟s functions and objectives. It
should define the boundaries of the job-holder‟s
authority and include the job title, department,
job site and reporting lines.
ADVANTAGES OF JOB DESCRIPTION
 Clarify
duties and responsibilities
 Are useful in recruiting staff
 Help to identify gap or duplication
in the company
 Provide
an overview of the
functions and activities undertaken
by the department or organization.
DISADVANTAGES OF JOB DESCRIPTION
 Can
create a “That‟s not in
my
job
description”
environment if they are too
restrictive.
 Need regular updating.
Methods of Job Analysis
Several methods exist that may be used
individually or in combination. These include:
 Review
of
job
classification
systems
 Incumbent interviews
 Supervisor interviews
 Expert panels
 Structured questionnaires
Methods of Job Analysis





Task inventories
Check lists
Open-ended questionnaires
Observation
Incumbent work logs.
The method that you may use in Job Analysis will
depend on practical concerns such as type of job,
number of jobs, number of incumbents and
location of jobs.
What Aspects of a Job Are Analyzed?
Job Analysis should collect information on
the following areas:
Duties and Tasks The basic unit of a job is the
performance of specific tasks and duties.
Information to be collected about these items
may include: frequency, duration, effort, skill,
complexity, equipment, standard, etc.
 Environment This may have a significant
impact on the physical requirements to be
able to perform a job. The work environment
may include unpleasant conditions such as
offensive odours and temperature extremes.

Tools and Equipment Some duties and
tasks are performed using specific
equipment and tools. Equipment may
include protective clothing. These items
need to be specified in a Job Analysis.
Relationships
Supervision given and
received. Relationships with internal or
external people.
Requirements The knowledge, skills and
abilities (KSA‟s) required to perform the
job.
While an incumbent may have
higher KSA‟s than those required for the
job, a Job Analysis typically only states
the minimum requirements to perform the
job.
TASKS ANALYSIS
Task analysis is the process of identifying the
various elements of a task and examining the
frequency (how often it is done) the criticality
(how critical is it for the worker to have the skill)
and the difficulty (how difficult is it to learn the skill
involved) association with each element.
Identifying main duties/key tasks/key result areas
Key tasks or responsibilities are those that make
a substantial contribution towards achieving
the objectives of the job and the organization.
The description of each task should include
three components:
 a “doing” verb highlighting the main activities
e.g to develop, design, implement and clear.
 the object of the activity (stock levels, existing
suppliers)
 its
purpose (to reduce costs, improve
efficiency, generate new income).

I.T.F.........Developing The Nation's Human
Resources
Breakout Session
Each Team Should Analyse a Job and bring
out the details expected of the job Holder.
THANK YOU
FOR YOUR TIME!