Items Description of Module Subject Name Human Resource Management Paper Name Training and Development Module Title Training Needs Assessment Part 1

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1 Items Description of Module Subject Name Human Resource Management Paper Name Training and Development Module Title Training Needs Assessment Part 1 Module Id Module -12 Pre- Understanding of the basic concepts of TNA Requisites Objectives To study the Training needs, Training needs assessment and Steps of Effective training need assessment Keywords Training Goals, Organizational Analysis, Observation

2 QUADRANT-I 1.Module 6: Training Needs Assessment Part 1 2. Learning Outcome 3. What is TNA or Training Need assessment 4. Why Training Needs Arise 5. When Training Needs Arise 6. Who Should Participate In Needs Assessment. 7. The Needs Assessment Process 8. Summary 1. Module 12: Training Needs Assessment Part 1 2. Learning Outcomes: After completing this module the students will be able to Understand the role of organization analysis, person analysis, and task analysis in needs assessment. Understand the process training need assessment 3. What is TNA or Training Need Assessment A training need is a shortage of skills or abilities, which could be reduced or eliminated by means of training and development. Training needs hinder employees in the fulfillment of their job responsibilities or prevent an organisation from achieving its objectives. They may be caused by a lack of skills, knowledge or understanding, or arise from a change in the workplace. Training needs analysis identifies training needs at employee, departmental or organisational level in order to help the organisation to perform effectively. The aim of training needs analysis is to ensure that training addresses existing problems, is tailored to organisational objectives, and is delivered in an effective and cost-efficient manner. Training needs analysis involves: monitoring current performance using techniques such as observation, interviews and questionnaires anticipating future shortfalls or problems identifying the type and level of training required and analysing how this can best be provided.

3 Source: 4. Why Training Needs Arise? The gap between actual and expected performance, behavior and attitude leads to emergence of training needs. The main purpose of training is to achieve objectives of any organization. Thus, training needs arise when there is a requirement to move to a particular level of performance, behavior and attitude. Source:

4 EXPECTED PERFORMANCE, BEHAVIOUR AND ATTITUDE ACTUAL PERFORMANCE, BEHAVIOUR AND ATTITUDE 5. When Training Needs Arise? When existing level of performance, behavior and attitude of employees is not contributing to the success of the organization. When the level of motivation and morale is low among the employees in the organization. When employees themselves convey to the organization through management about the key areas in which they are not much competent. When there is a need for updating the knowledge of employees as per the industry scenario. This is especially the case in relation to market scenario and legislations. When the organization is intending any employees development, for promotion or succession purposes. When business plan or business strategy demands new orientation in knowledge, skills, attitude, or behavioral orientation. When there is a change in politics, systems, priorities, procedures, management expectations and focus in the organization. Source :

5 6. Who Should Participate In Needs Assessment. The goal of needs assessment is to determine whether a training need exists, who it exists for, and for what tasks training is needed, it is important to include managers, trainers, and employees in the needs assessment process. Traditionally, only trainers were concerned with the needs assessment process. Table below shows the questions that upper-level managers, mid-level managers, and trainers are interested in answering for organizational analysis, person analysis, and task analysis. Upper-level managers view the needs assessment process from the broader company perspective. They do not focus on specific jobs. Upper-level managers are involved in the needs assessment process to identify the role of training in relation to other human resource practices in the company (e.g., selection, compensation). That is, upper-level managers help to determine if training is related to the company s business strategy-and if so, what type of training is required. Upper-level managers are also involved in identifying what business functions or units need training (person analysis) and in determining if the company has the knowledge, skills, and abilities in the work force that are necessary to meet its strategy and be competitive in the marketplace. Mid-level managers are more concerned with how TABLE : Key Concerns of Upper-Level and Mid-Level Managers and Trainers in Needs Assessment Organization Analysis Upper-Level Managers Is training important to achieve our business objectives? How does training support our business strategy? What are the threats to our talent base? Person Analysis What functions or business units need training? What do employees need to do to accomplish our business objectives? Task Analysis Does the company have people with the knowledge, skills, and abilities or competencies needed to compete in the marketplace? Mid-Level Managers Do I want to spend money on training? How much? How will training and development help meet my business goals? Are we retaining top talent Who should be trained? Managers? Professionals? Core employees? For what jobs can training make the biggest difference in product quality or customer service? Trainers Do I have the budget to buy training services? Will managers support training? How will I identify which employees need training? For what tasks should employees be trained? What knowledge, skills, ability, or other characteristics are necessary? Some Practical Examples Training is imparted to a cricket team so that they are brought from the existing level of performance to the desired level of performance.

6 Work Activity (Task) Knowledge, Skill, Ability, Personal Capability(Competency),C Training, both technical voice and accent, is imparted to the candidates joining any BPO industry. Management students go through on-the-job summer training process before starting their careers in management. Even nursery class teachers receive training before they are expected to develop tour kids. It took years of training in dance, music and action before Hrithik Roshan became an overnight star. Pilots go through rigorous training before they earn their pilot s license and assume the responsibility for the lives of passengers and crew. A church or temple priest has to go through a stringent process of study and preparation before he is entitled to guide others in spiritual advancement. 7.. The Needs Assessment Process This section examines the three elements of needs assessment: organizational analysis, person analysis and task analysis.in practice, organizational analysis, person analysis, and task analysis are not conducted in any order. Whether time and money are devoted to training is contingent on the results of organizational person, and task analyses. While any one analysis can indicate the need for training; companies need to consider the information from ail three types of analysis before the decision is made to devote time and money to training. Because organizational analysis is concerned with identifying whether training fits with the company s strategic objectives and whether the company has the budget, time, and expertise for training (the context for training), it is usually conducted first. Person analysis and task analysis are often conducted at the same time because it is difficult to determine whether performance deficiencies are a training problem without understanding the tasks and the work environment. An initial organizational analysis may suggest that a company does not want to spend financial resources on training. However, if person analysis reveals that a large number of employees lack a skill in an important area that is related to the company s business objectives (such as customer service), upper-1evel managers may decide to reallocate financial resources for training. Person Analysis Person Characteristics Input Output Consequences Feedback Organizational Analysis Strategic Direction Support of Managers, Peers, and Employees for Training Activities Training Resources Do We Want to Devote Time and Money to Training? Buy vs. Build Other HR Option, such as Selection Training or Development Method Evaluation Learning Environment Transfer of Training Task Analysis or Competency Model

7 I. Organizational Analysis If the organizational analysis indicates the company wants to devote time and money to training, a person and task analysis is then conducted. Organizational Analysis focuses on three factors to examine when determining if training is the appropriate intervention. i. The company s strategic direction influences training to the extent that, in companies where training plays a significant strategic role, more money is invested in training and the training function is more likely to be structured as a virtual training organization or a corporate university. ii. Support of Managers and Peers for Training Activities is critical. a. A key factor is a positive attitude among peers and managers about participation in training. b. Another key factor is managers and peers willingness to help create opportunities to use new skills, knowledge, and behaviors back on the job and to make trainees aware of those. iii. Training resources, including money, time and expertise, need to be identified in the organizational analysis phase. a. When external consultants will be used for training, a request for proposal (RFP), or a document outlining to potential consultants what services the company is seeking, the timeline, funding, etc., may be made. This creates a standard set of criteria upon which to evaluate consultants. b. Questions to ask vendors and consultants include: What type of experience does your company have? What are the qualifications and expertise of your staff? What evidence do you have that your programs have been effective? c. When choosing an external consultant, it is important to consider how customized the training will be to one s company.

8 II. Person Analysis Person analysis helps to identify employees who need training, that is, whether employees current performance or expected performance indicates a need for training. Person Analysis helps to identify who needs training by examining whether current and expected performance match. i. Employees readiness for training (or readiness for learning) refers to whether a. Employees have the ability, attitudes, beliefs, and motivation to learn b. The work environment will maximize learning. c. Performance improvement needs are indicated by customer complaints, low performance ratings, accidents, errors and unsafe behavior. ii. It identifies factors that influence employee performance and learning, by way of the motivation to learn: a. Person characteristics, including knowledge, skill, abilities, attitudes and motivation. b. Input, or the instruction and resources provided. c. Output, which refers to the job s performance standards. d. Consequences, referring to the incentives employees receive for performing well. e. Feedback, or information employees receive while they are performing about their performance. iii. Person characteristics a. Basic skills are those that are necessary for employees to perform successfully on the job as well as learn the content of training. A literacy audit can be used to indicate employees basis skill levels (see Table 3-5, p. 104). b. Cognitive ability, related to successful job performance, includes three dimensions: Verbal comprehension, which is an individual s capacity to understand and use written and spoken language. Quantitative ability is how fast and accurately one can solve mathematical problems. Reasoning ability is the person s capacity to create solutions to problems. iv. Reading ability is related to job performance and training success such that inadequate reading ability impedes performance and learning. Training material should be presented at an appropriate reading level for the trainees. The difficulty of written materials is referred to as readability.readability can easily be determined by analysis of sentence length and word difficulty.if reading ability doesn t match what is needed to comprehend training materials, it should be determined if audiotape or videotape could be used instead; employees reading skills could be assessed and those lacking the necessary skill could be reassigned to more appropriate positions; or provide remedial training to those with reading deficiencies. v. Self-efficacy is the employee s belief that he/she can successfully perform on the job or master the content of a training program. It can be increased by: Letting employees know that the purpose of the training is to improve performance rather than reveal incompetencies. Providing as much information as possible about the training program and its purpose prior to the training. Showing employees the training success of their peers. Making employees aware that learning is under their control and that they have the ability as well as the responsibility to overcome learning obstacles they experience. vi. Awareness of training needs, career interests, and goals helps employees be motivated to 8

9 learn. The link between training and areas where employees need to improve should be emphasized. vii Input relates to the instructions that guide employees on how, what and when to perform. o Situational constraints include lacking the necessary tools and equipment, materials and supplies, budgetary support, and time to perform. o Social support is the managers and peers willingness to provide feedback and reinforcement and to provide opportunities. o To ensure that the work environment supports trainees motivation to learn: Provide materials, time, information, and work aids necessary for employees to use new skills before the training begins. Speak positively about the company s training initiatives to employees. Reinforcement employees using new skills, knowledge or behaviors. Provide feedback to encourage work-group members to support each other in using new skills and behaviors. Provide the time and opportunities to practice and apply new skills and behaviors. viii. Output refers to the job s performance standards. a. Lack of awareness of performance standards may result in substandard performance. b. Understanding the need to perform up to standards is important for learning to occur. ix. Consequences are the incentives that employees receive for good job performance. a. If employees don t believe reward or incentives are adequate, they may not be motivated to perform, even if they have the necessary knowledge, skills, and abilities. b. Trainees motivation to learn can be enhanced by communicating the them the job, personal and career-related benefits of learning. c. Unmet expectations about training programs will hinder motivation to learn. d. Work group norms may encourage employees not to meet performance standards. Norms refer to accepted standards of behavior for work-group members. x. Feedback is the information employees receive regarding their job performance and whether they are meeting performance standards a. Employees need specific, detailed feedback regarding performance. b. Feedback also needs to be frequent to influence performance. xi. If employees lack the knowledge and skill to perform and other factors above are in place, training is likely needed. To determine if training is the best solution, assess whether: a. The performance problem is important and could potentially cost the company significant money or lost production. b. Employees do not know how to perform effectively. c. Employees cannot demonstrate the correct knowledge or behavior (i.e., an input problem). d. Performance expectations (input) are clear and there are no obstacles to performing well. e. There are positive consequences for good performance, and poor performance is not rewarded. f. Employees are receiving timely, relevant, specific, constructive feedback about their performance. g. Other solutions, such as job redesign or transferring employees to other jobs, are not feasible or are too expensive. III. Task Analysis 9

10 Task analysis results in a description of tasks performed on a job as well as the knowledge, skills and abilities required to perform those tasks. i. A job is a specific work position involving and requiring the completion of a defined set of related tasks. ii.. A task is a specific work activity that is a component of a job. iii. Certain KSAOs, or Knowledge, Skills, Abilities and Other considerations, are required to perform each task. a. Knowledge includes facts, figures, and procedures. b. Skill is the competency to perform a task c. Ability refers to the physical and mental capacities required to perform a task. d. Other considerations include conditions under which tasks are performed, such as necessary equipment and environmental features, time constraints, safety considerations, or performance standards. iv. There are four primary steps to a task analysis. a. A job or cluster of jobs are selected to be analyzed. b. A preliminary list of tasks performed on the job is developed by interviewing and observing employees and managers as well as talking with others who have performed a task analysis. c. The preliminary list of tasks is validated or confirmed, typically by asking a group of subject matter experts (SMEs) to indicate How frequently the task is performed. How much time is spent performing the task. How important or critical the task is for successful job performance. How difficult the task is to master. Whether performance on the task is required of entry-level employees. d. The knowledge, skills and abilities required to successfully perform each task are identified via interviews or questionnaires. Training content and prerequisites can then be determined. v. Key points to remember when conducting a task analysis a. Task analysis should determine both what employees are actually doing on a job and what they should be doing. b. Task analysis starts by breaking jobs into their subunits of duties and tasks. c. Use more than two methods for collecting task information to increase the validity of the analysis. d. Information should be gathered from subject matter experts (SMEs), including job incumbents, managers and other employees familiar with the job. e. Emphasis should be placed on tasks that are necessary to achieve company goals and objectives, which may or may not be the same tasks that are the most difficult or time-consuming. 8.Summary Training needs assessment is an ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives. Conducting needs assessment is important to ensure the success of a training program. Often, organizations will develop and implement training without first conducting a needs analysis. These organizations run the risk of overdoing training, doing too little training, or missing the point completely. We have seen that the rationale for developing a training program depends on identifying training needs, and justifying the costs and benefits to the organization. Without a clear understanding of needs, 10

11 training efforts cannot give expected results. The trainer will only be successful and perceived as such to the extent that needs are carefully assessed, and programs developed and carried out that meet those needs. The end result is the precise picture of training needs, which results in improvement of performance 11