The document discusses training needs analysis which consists of three types of analysis: organizational analysis, task analysis, and person analysis. Organizational analysis examines factors like the environment, objectives, human resources, and climate. Task analysis identifies the tasks, knowledge, skills, and abilities required for a job. Person analysis assesses employee performance through methods like behavioral measures and tests, and diagnoses training needs. The purpose is to systematically determine where training is needed within the organization.

1. ABG IZHAR ABG AHMAD

2. OBJECTIVES OF THE MODULE
After studying this unit on training needs analysis, you
should be able to:
 1. Explain how the major organizational and environmental
factors are used in organizational analysis.
 2. Use observation, forecasting technique and attitude survey
to conduct organizational analysis.
 3. Describe the steps in conducting task analysis.
 4. Employ the different approaches for task identification.
 5. Identify the knowledge, skills and abilities needed to
perform a particular task.
 6. Describe the steps in performing person analysis.
 7. Use the various methods to appraise employee’s
performance.

3. INTRODUCTION
starting point for the design and management of a
training program.
systematically determining training needs.
use training and development interventions only
where it is needed.
discuss the most comprehensive and sophisticated
system
consists of three kinds of analysis: organization,
task and person analysis.

4. A. WHY THESE TNA?
1. Where, What, Who, When, How???
1. require time and human resources.
2. a process that needs repeating.
3. the 3 analyses are usually performed
simultaneously.

5. B. ORGANIZATION ANALYSIS
primary purpose--to determine where
training activities should be conducted and
the reasons for it.
four elements - the environment,
organization’s overall objectives, its human
resources, and its climate.

6. 1. ENVIRONMENT
can be a critical factor
supported financially by the organization.
amount of support can be affected by its
overall profitability in the competitive
market, as well as the resources available.
competitive markets and availability of
resources need to be examined when
doing organizational analysis.

7. environment also influence the structural
nature
organizations operating in dynamic,
uncertain environments - need training for
the employees to adapt rapidly to changing
environmental conditions.
Eg: scientific discoveries, technical
inventions and changes in the market place.

8. 2. ORGANIZATION’S OBJECTIVES
overall objectives and sub-units objectives -determine
where training is needed.
examine closely how it being achieved.
overall objectives should first be stated in broad terms
and then stated specifically for the various sub-units.
programs should not focus only on solving immediate
problem to the extend that long-term preventive
training is forgotten.

9. 3. HUMAN RESOURCES
estimation of how many people need to be trained
immediately and in the future.
by - human resource analysis.
organization performs employment planning either on
an intuitive (informal) or a formal basis.
Formal employment planning- for large organizations
with high growth rates, high employee turnover, and
rapid changes in technology and product lines.

10. 4. ORGANIZATION CLIMATE
is used to determine the way employees perceive
specific aspects of their work (e.g., compensation,
opportunities for advancement, etc.) and their
membership in the organization (e.g., goals,
policies, procedures, etc.).
Company = personal needs, goals, and aspirations
= GOOD OC

11. Why would we want to assess an organization’s
climate?
1) environment may affect whether training can produce
changes in behavior – poor OC = resistance to training
2) can help identify problem areas within the
organization.
is typically conducted by using a questionnaire.

12. E.g: organizational diagnosis questionnaire is
Perspectives, a computer scored 82-items
instrument that yields the following sub-
dimension scores:
Overall Job Satisfaction
Satisfaction with the Work Itself
Satisfaction with Co-workers
Satisfaction with Compensation and Advancement
Satisfaction with Pay
Satisfaction with Benefits
Satisfaction with Promotion

13. 2. Overall Attitude Toward Leadership
and Supervision
Considerateness
Promotes Teamwork
Supervision of the Work Itself
3. Evaluation of Communication

14. 4. Attitudes Toward the Organization
Policies
Concern for Humana Resources
Physical Working Conditions
5. Individual’s Relation to the Job
Job/Person Match
Identification with Work
Organizational Stress
Job Contribution to Quality of Life
6. Relative Importance of Various Job Aspects

15. 5. SUMMARY
 1. Training needs must be linked strongly to corporate
strategy.
 2. Training workers is one way of fostering corporate
royalty and make the work force more flexible and
adaptable to changes.

16. C. TASK ANALYSIS
is conducted to determine the content.
there are five steps in conducting task
analysis:
 1. Obtain a copy of the organization’s job description.
 2. Identify the tasks involved in performing the job
for which the training program is designed.
 3. Identify the knowledge KSA
 4. Develop course objectives.
 5. Design the training program.

17. 1. JOB DESCRIPTION
develop a description of the target job.
Is a statement about what the person does
on the job, including the conditions (e.g.,
hazardous condition, excessive time
pressures, dealing with irate customers)
under which the job is performed.

18. 2. TASK IDENTIFICATION
focuses on the overt, observable behaviors that
are involved in performing a job.
e.g., a task listing of a home telephone installer :
 1 .Reads and interprets service orders
 2. Climbs pole to hook up the drop wire
 3. Runs drop wire from pole to house
 4. Checks protector to make sure it is functioning
correctly
 5. Use ladder on side of house to hook up drop wire

19. 6 different approaches that can be
used for task identification:
a) Stimulus-response-feedback
b) Time sampling
c) Linear sequencing
d) Critical incident technique
e) Job/task inventories
f) Future-oriented job analysis

20. A. STIMULUS-RESPONSE-FEEDBACK
approach was developed by Miller (1962).
each task activity consists of the following
components:
1. An indicator
object that provides the cue for making
response.
is an out-of-tolerance signal that there is a
difference between present conditions and
how conditions ought to be.

21. 2. Control object
any means the employee uses to correct the out-of-
tolerance situation.
may require the use of a tool, a piece of machinery,
or even another worker.
3. Activation or manipulation
the employee’s actual use of the control object.
involves describing the actual use of the tool or
machinery or even the message conveyed by one
employee to another regarding the situation.

22. 4. Indication of response adequacy
feedback that the employees receive
regarding the adequacy of their behaviors.
It may be proximal (as by the feel of a
switch when machine is being adjusted) or
distal (as when one hears the machine
starting up again).
S-R feedback approach can be particularly
useful in training where equipment
simulators need to be developed.

23. B. TIME SAMPLING
direct observations of work activities.
enables trainers to determine exactly what
employees do on the job and how frequently
they do it.
randomized observations

24. C. LINEAR SEQUENCING
designed expressly for specifying training
content.
applicable for analyzing the basic steps of
any job.
excellent method for determining training
content with any job involving certain
prescribed procedures.

25. D. CRITICAL INCIDENT TECHNIQUE (CIT)
requires observers who are aware of the
aims and objectives of a given job and who
frequently see people perform the job, to
describe to a task analyst incidents of
effective and ineffective job behavior.
supervisors, peers, subordinates, and
clients may be interviewed about the
critical requirements of a job.

26. Three questions are always asked by
the interviewer for each incident that
is recalled:
1. What were the circumstances surrounding
this incident?
2. What exactly did the individual do that
was either effective or ineffective?
3. How is the incident an example of
effective or ineffective behavior?

27. E. JOB/TASK INVENTORIES
a structured questionnaire.
list of tasks obtained through
brainstorming activities.
the training specialist calculates the mean
rating for each task for both importance
and time spent.
end product--comprehensive picture of the
job’s task.

28. F. FUTURE-ORIENTED JOB/TASK
ANALYSIS
anticipates the dynamic environment.
is based on research.
focus on future objectives of the organization.
development and training of senior executives.
purpose--to link individual executive learning with
the business strategy.
future executive requirements are defined in terms
of the future strategic organizational objectives.

29. 3. KSA IDENTIFICATION
Knowledge refers to factual material.
Skills pertain to the hand-on, overt doing of things.
Ability are basic mental processes.
using a panel of people familiar with the particular
job.
brainstorm the knowledge, skills, and/or abilities
for each and every job task.

30. 4. COURSE OBJECTIVES
consist of statements that specify the
desired behavior of the trainee at the end
of training.
what the trainer expects the trainee to
know and to do after participating in the
training program.

31. 5. DESIGN OF PROGRAM
own program, decisions must be made about:
 a) Its contents/curriculum
 b) Its length
 c) The techniques and methods to be used
 d) Where and when it should be conducted
 e) Who the trainers should be
 f) The type of training the trainers will be given
 g) Who will train the trainers
 h) Who the trainees will be

33. D. PERSON ANALYSIS
focuses on the individual employee.
It deals with the question, “Who needs
training and of what kind?”
There are two major steps in person
analysis.
 1. Performance appraisal
 2. Diagnosis

34. 1. STEP 1: PERFORMANCE
APPRAISAL
performance appraisal--it refers to
techniques employed by training
specialist to measure an employee ’ s
job proficiency.
methods can be conveniently
categorized into three general areas:
 a) Behavioral measures
 b) Economic measures
 c) Proficiency tests

35. A. BEHAVIORAL MEASURES
Involves ratings based on observations
of an employee’s on-the-job behaviors
by superiors, peers, subordinates,
and/or outside evaluators.
they are dependent on human
observation.
accuracy in reporting observations is
often affected by factors irrelevant to
job performance.

36. Some of these factors are:
1) Halo error - the tendency to rate an employee
either high, average, or low because the rater
believes the employee is high, average, or low
on one single factor.
2) Similarity effect - the tendency on the part of
the rater to judge more favorably individuals
perceived as similar to him- or herself.
3) First impression - the tedency to evaluate
another person on the basis of a judgement
made primarily after an initial meeting.

37. 4) Contrast effect - the tedency to evaluate
subordinates in comparison to one another
rather than against pre-established job
requirements.
5) Other factors - an individual ’ s physical
attractiveness, race, seniority in the
organization, personality, and level of
education.
a number of behavioral procedures available
for appraising employee proficiency.
Behavioral Expectation Scales (BES)
Behavioral Observation Scales (BOS)

38. BEHAVIORAL EXPECTATION
SCALES (BES)
requires that each dimension be arranged on
a continuous vertical rating scale with a
behavioral anchor listed near each of the
seven points ranging from ineffective to
effective behavior.
examine respective dimension and place a
check mark beside the one behavior anchor
that best describes the behavior that the
employee could be expected to demonstrate
based.
extrapolate from actual behaviors observed
to those “expected” as defined by the scale

39. BEHAVIOR OBSERVATION
SCALES (BOS)
ratter indicates the frequency of each
of the critical behavior listed in the
questionnaire based on their
observations of each behavior.
can determine an employee ’ s total
score on each dimension or criterion
of job performance by totalling his or
her scores on the five-point BOS scales.

40. B. ECONOMIC MEASURES
records the number of units produced in
a given amount of time, sales volume,
number of injuries, scrappage weight, and
so on.
can be broken down into two
subcategories:
1. Those dealing with production
2. Those dealing with personnel information
problem--they cannot be meaningful
applied to many organizational positions.

41. C. PROFICIENCY TESTS
two variants to this approach:
1. to ask an employee to performed the
duties required in a job in either actual
work setting or a simulation of it.
2. involves the use of written job-
knowledge tests to assess employees.

42. 2. STEP 2: DIAGNOSIS
involves determining the specific skills
and knowledge that an employee
needs to acquire.
requires a systematic diagnosis of each
employee’s strengths and weaknesses.
An alternative way of performing step
2--employees to self-assess their own
individual training needs.