Identification of Training Needs

1. WORKSHOP ON
TRAINING NEEDS
ASSESSMENT &
PROGRAMME
DEVELOPMENT
POWERED BY:
INDUSTRIAL TRAINING FUND, LEKKI
AREA OFFICE
20-22 March, 2012

2. it’s a
GREAT DAY

3.  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.

4. Ground Rules
Cell Phones To Vibrate
Everybody Participates
Listen Actively!
Share Your Knowledge
Be Open Minded

5. why are we here?

6. “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.”

7. 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.

8. 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

9. 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.

10. TIME-TABLE FOR WORKSHOP ON TRAINING
NEEDS ASSESSMENT & PROGRAMME DEVELOPMENT
DAY
ONE 9 am -9.30 am 10am – 11.30am 11.30 am – 1 pm 1 pm – 2 pm 2 pm -2.30 2.30 pm – 4 pm
pm
Opening Ceremony Training Needs Levels of Training Needs Group Lunch Group/Ind Job Analysis
Assessment– Starting Out Assessment . Exercise
DAY MODULE FOUR (A) MODULE FOUR (B) MODULE FIVE (A) MODULE FIVE (B)
TWO 9 am – 11 am 11 am – 1 pm 1 pm – 2 pm 2 pm – 3 pm 3 pm – 5 pm
Lunch / Prayer
Tea Break/Development of Marketing for Small and Operational Guidelines of Role of Pension Fund
Small /Medium Enterprise Medium Enterprise the new Pension scheme Administrators and Custodians
in Nigeria
MODULE SIX (A) MODULE SIX (B) MODULE SIX (C)
DAY 9 am – 11 am 11 am – 12 noon 12 noon – 1 pm 1 pm – 2 pm 2 pm – 3 pm
THREE Presentation of Certificate / Lunch /Prayer/ Closing
Tea Break / starting your Feasibility Study Business Plan Communiqué
Business
Competency System

11. “people connect”

12. 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-it-
happens-because-I deserve- it sequence
of activity.
 It’s about meeting people and keeping in
touch with them

13. 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.

14. Using FOUR straight lines,
join ALL the dots
WITHOUT lifting your pen from the paper
  
  
  

15. 4 straight lines
Join ALL dots
Do not lift pen
  
  
  

16. 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
  
  

17. TRAINING NEEDS
ASSESSMENT –
STARTING OUT

18. 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. 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
 Developmental interpersonal relationships
 Example: mentoring

20. 20
Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377

21. Learning is provided in order
to improve performance
on the present job.
(Nadler, 1984)

22. 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

23. 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
24
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.

26. 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)

27. 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

28. Causes and Outcomes of
Needs Assessment
Reasons or “Pressure Points” Outcomes
•Legislation What is the Context? •What Trainees Need to
Learn
•Lack of Basic Skills
Organization •Who Receives
•Poor Performance Analysis Training
•New Technology Task In What Do •Type of Training
Analysis They Need
•Customer Requests •Frequency of Training
Training?
•New Products Person
Analysis •Buy Versus Build
•Higher Performance Training Decision
Standards •Training Versus Other
Who Needs the
•New Jobs Training? HR Options Such as
Selection or Job
Redesign
•How Training Should
Be Evaluated

29. 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

30. 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

31. 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

32. 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

33. To Train or Not
High
Problem: Low Motivation Problem: Systemic
Method Method
Assess personal Consider system issues, problem
Job consequences/ rewards
is out of control of the employee
Knowledge system
Problem: Bad Fit Problem: Lack of Knowledge
or Tools
Method
Consider improper Method
placement of employee in Training
Low
the position
Low High
Employee attitude/desire to perform the job

34. THANK YOU

35. LEVELS OF TRAINING
NEEDS ASSESSMENT

36. “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

37. Training Needs Assessment
 “Atraining 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.”

38. 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 training
needs;
 Quantitative: How many to train, and
 Qualitative: What KSA to impart

39. Sources of Information for TNA
 Data on productivity, quality
 Organisational goals and
and performance
corporate plans
 Departmental layout
 Human resources and
changes
succession plan
 Management requests for
 Personnel statistics
training
 Exit interviews
 Knowledge of financial plans
 Consultations with senior
 Plans for introducing new
managers
technology or
developing/deploying IT
systems
 Marketing plans

40. Levels of Training Needs
 Organisational Level
 Task/Departmental or Group
Level
 Individual Level

41. The Training Gap
What is Training gap What should be
Corporate or Corporate or
functional results functional standards
Knowledge and Knowledge and
skills possessed skills required
Actual performance Targets or standards
of individual of performance

42. TNA: Areas and Methods
Corporate Group Individual
Analysis of Performance
Analysis of Job and
Human Training and
Strategic Role
Resource Survey Development
Plans Reviews Analysis
Plans

43. 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

44. The bigger picture
Organisational performance
Employee performance
Employee Skills, Knowledge and Attitudes
Employee education, experience and training

45. Training Need Analysis (TNA)
TNA is a tool to
Existing identify the gap Required
• Skills • Skills
• Knowledge • Knowledge
• Attitudes • Attitudes
Copyright 2006 by Atul Mathur

46. TNA (Step 1): Future performance
What are the goals for the future
performance of our organisation?
• profit
• growth
• customer base
• new products
•?
•?
Existing Future
performance performance

47. 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 Future
challenges challenges

48. 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 Future
performance Performance

49. 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 Required
•Skills • Skills
•Knowledge • Knowledge
•Attitudes • Attitudes

50. 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 Required
•Skills • Skills
•Knowledge • Knowledge
•Attitudes • Attitudes

51. 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

52. TNA At Organisational Level

53. 53
What is Organisational TN?
 Training needs of an organisation
have to do with organisational
objectives;
 Orientationprogramme to acquaint
all employees with policies
 IT skills for new employees
 Market knowledge, etc

54. 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. 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

56. 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. 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

58. 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?

59. …..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

60. 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.

61. …..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.

62. TNA At Group Level

63. 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. 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.

65. Questions for Group TNA
 Here are some questions to help you identify
team/departmental learning needs.
 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?

66. …..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?

67. 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?

68. …..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?

69. 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.

70. …..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.

71. 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?

72. …..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?

73. …..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?

74. TN At Individual Level

75. 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.

76. 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. 77
Basis for Individual TN
 Performance reviews
 Selection process
 Testing and measurement
 Employee career objectives
 Succession plans

78. 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?

79. …..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?

80. …..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?

81. 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)

82. Training Needs Form
Training Needs Programmes to Meet
Source Training Needs
(Dept/Div/ KS Deficiencies Numbers of
Unit/Sect) Staff

83. 83

84. Summary
 “Thebottom line of needs assessment is to
determine organizational needs,
employee needs, and organizational
resources to provide needed training.”

86. JOB ANALYSIS

87. 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.

88. 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.

89. 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.

90. 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

91. 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, computer-
based, video, classroom……).

92. 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).

93. 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;

94. Selection Procedures (Cont.)
 Selection tests/instruments (e.g. written
tests, oral tests; job stimulations)
 Applicant appraisal/evaluation forms;
 Orientation materials for applicants/new
hires.

95. 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

96. 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.

97. 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.

98. DISADVANTAGES OF JOB DESCRIPTION
 Can create a “That‟s not in
my job description”
environment if they are too
restrictive.
 Need regular updating.

99. 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

100. 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.

101. 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.

102. 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.

103. 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.

104. 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

105. Breakout Session
Each Team Should Analyse a Job and bring
out the details expected of the job Holder.

106. THANK YOU
FOR YOUR TIME!