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NATURE AND IMPORTANCE OF TRAINING NEEDS ANALYSIS Training needs

analysis is the breakdown of an identified need to determine its bases and causes as well as
the relationship among identified needs. Needs assessment means the identification and
prioritization of training requirements. Identification of training needs starts with the
determination of knowledge, and skills essential for maximum effectiveness in an
organization. In the training needs analysis, the causes of failure or non-performance are
examined so as to see whether inadequate or inappropriate training was one of the reasons.
Needs analysis is essential because lack of competency is not the only reason for failure.
Training needs analysis is a diagnosis by the organization to know what the learning needs of
its employees are
ORGANIZATIONAL NEEDS ANALYSIS Organisational Analysis is an examination of
an organisations strategy, its goals & objectives, its systems & practices in place to
determine how they affect employee performance . In conducting organizational analysis,
the company may consider issues like: Increased competition for old and new business.
Greater emphasis on efficiency and cost reduction. Increased needs on cooperation among
companies. Business strategies of the rival companies. Research and innovation. Merger,
acquisition, diversification and expansion. Automation and modernization. Manpower
plan on hiring, retrenching and deployment of stall Component.It also includes a human
resource analysis: should translate the organizations objectives into an accurate estimate of
the demand for human resources. analysis of efficiency indexes: including cost of labor,
quantity of output, quality of output, waste and, equipment use and repairs can provide useful
information. an assessment of the organizational climate: Organizational analysis also can
address the organizations performance in the softer domains that constitute the corporate
culture.
TASK ANALYSIS /OPERATIONAl ANALYSIS The process of collecting information
regarding the job, for use in developing training programs, is often referred to as task analysis
or job needs analysis. Task analysis explains what must be done to perform a job or
complete a process successfully. Task analysis means detailed examination of a job role to
find out what are the knowledge, skill, attitude, motives, values and self concept needed in
people for superior or effective performance. There are four steps involved in task
analysis: Develop a list of task statements Develop list of task clusters Develop a list of
KSAs (Knowledge, skills and attitude) Assess the importance of tasks
PERSON NEEDS ANALYSIS Individual Analysis is the examination of the employees in
the jobs to determine whether they have the key KSAs to perform at the expected level A
person needs analysis identifies gaps between a persons current capabilities and those
identified as necessary or desirable. Person needs analysis can be either broad or narrow in
scope. The broader approach compares actual performance with the minimum acceptable
standards of performance. The narrower approach compares an evaluation of employee
proficiency on each required skill dimension with the proficiency level required for each
skill. Whether the focus is on performance of the job as a whole or on particular aspects of
the job, several approaches can be used to identify the training needs of individuals:
Q FACTORS INFLUENCING CHOICE OF TRAINING METHODS PRESSURE ON
TRAINER ON SELECTING A METHOD
Co-trainer may influence your decision
For establishing rapport with the trainees sometimes trainers use methods that are
interesting and exciting
Driven by a desire to be innovative and experiment with new methods
Trainers have to attend few other things and therefore they want a time off from the
training
Trainers want to take away some pressure from themselves hence they use a method
which will give them some time to relax
Learning objective for the sub topic or the module
Special characteristics of the training group
Time allotted for the topic
Level of competence of the trainer in its use
Availability of required facilities and resources
Style preferences of the trainer
Ease of presentation
Stage/Phase of the program

Q. COST COMPONENTS THAT SHOULD BE INCLUDED ARE:


Cost to design and develop the program
Cost of all program material
Cost of facilitator/trainer
Cost of facilities of the training program
Travel, lodging and meal costs for the participants
Salaries plus Employee benefits of the participant who attend the training
Administrative and overhead costs of training function, allocated in some
convenient way

Motivation
Motivation is what gets people interested in the learning. If a participant does not feel
s/he needs a skill or information s/he will not pay attention.
To help participants become motivated:
be friendly, open, and respectful,
point out the benefits of the learning to the participants,
make sure the material covered is not too difficult or too easy for the
participants
encourage participants to say what they want to learn from the session, and
give participants the chance to make decisions during the session.
CLUES THAT SHOW MOTIVATION
Nodding Head ,Interested Look ,Smiles ,Punctual ,Shares Experiences / Add Relevant
Information to Topic ,Overall Body Language
Leans Forward
Makes Eye Contact
Ask Relevant Questions
Case --- HR as an Outsider
Usually when a training request reaches HR, it is assumed that their job is to find the suitable
training consultancy firm and leave it to them to solve the issue.
What they did not do is get their hands dirty.
It is recommended that HR should have members who are hands on with what happens in
their organization.
They should not immerse themselves completely in policy making, hiring-firing or other such
transactional activities but should be spending majority of their time understanding the
business, its people and their work.
As HR it becomes their prerogative to do the initial need analysis and then suggest if any
training is require
Probable causes
The store managers are in tremendous pressure from their managers to increase sales and
hence they transfer this pressure on their staff. They may use words such as Do anything to
achieve our targets, make sure we beat the other store by hook or by crook
There may be a steaming competitive environment where the only thing the sales person
thinks off is getting more sales than his/her colleague. Hence they may ignore the defects.
There may be short-stocking of the product and heavy pressure to beat other store targets
causing the sales person to sell defective pieces.
It might be that the method of segregating defective pieces from the working ones has a lot
of loop holes causing unintentional errors from the sales staff. Quality control processes may
need to be re-looked at.
The sales staff may not have been trained enough to identify the defective products
There may be only a handful of sales staff doing this intentionally, not everyone.
hence before training making sure you as hr do not do the following
Finalize training based on the request of one person only(manager)
Do a training program just because you enjoyed it when you attended it
Fail to find the root cause of the problem
Training is the only option to solve this problem
Assume that people do not have the knowledge, skills or attitude
Suggestions Apart From Training
Only the people who committed the mistakes should have been trained/reprimanded
Heavy penalty must be levied on dishonest employees.
Correct quality measures should be put in place to plug all the loop holes
All leaders should be the torchbearers of integrity.
Acts of honesty should be rewarded
Only when HR partners with the organization in solving its problems, then only it will
be seen as an internal consultant.
If it palms of issues into the hands of consultants then they will always be seen as
outsiders within the organization.
If the HR Manager in the above case spent time on understanding the exact nature of
the problem, he may not have chosen training as a solution and instead may have
suggested operational changes.
Thus HR would have contributed directly in the reduction of defective sales,
increased customer experience and saved valuable time and money for the business.
And while doing so would have been the blue eyed manager in the boardroom.
EFFECTIVES OF TRAINING (KRICKPATRICK MODEL)
Many training programs fail to deliver the expected organizational benefits. Having a well-
structured measuring system in place can help you determine where the problem lies. On a
positive note, being able to demonstrate a real and significant benefit to your organization
from the training you provide can help you gain more resources from important decision-
makers.
LEVELS
Reaction.2.Learning. 3.Behavior. 4.Results.
1. REACTION
This level measures how your trainees (the people being trained), reacted to the training.
Obviously, you want them to feel that the training was a valuable experience, and you want
them to feel good about the instructor, the topic, the material, its presentation, and the venue.
It's important to measure reaction, because it helps you understand how well the training was
received by your audience. It also helps you improve the training for future trainees,
including identifying important areas or topics that are missing from the training.
Guidelines for Evaluating Reactions:
Determine what you want to find out
Design a form that will quantify reactions
Sample Training Evaluation form
Get 100 percent immediate response
Encourage written comments and suggestions
Develop standards
Measure reactions against standards, and take appropriate actions
2. LEARNING- At level 2, you measure what your trainees have learned. How much has
their knowledge increased as a result of the training?
When you planned the training session, you hopefully started with a list of specific learning
objectives: these should be the starting point for your measurement. Keep in mind that you
can measure learning in different ways depending on these objectives, and depending on
whether you're interested in changes to knowledge, skills, or attitude.
It's important to measure this, because knowing what your trainees are learning and what they
aren't will help you improve future training.
Guidelines for Evaluating Learnings:
Evaluate knowledge, skills and attitude both before and after the program
Use a performance test to measure the knowledge
Get immediate response
Use the result of evaluation to take appropriate actions
LEVEL 3- At this level, you evaluate how far your trainees have changed their behavior,
based on the training they received. Specifically, this looks at how trainees apply the
information.
It's important to realize that behavior can only change if conditions are favorable. For
instance, imagine you've skipped measurement at the first two Kirkpatrick levels and, when
looking at your group's behavior, you determine that no behavior change has taken place.
Therefore, you assume that your trainees haven't learned anything and that the training was
ineffective.
Guidelines for Evaluating Behaviour learning:
Evaluate behaviour change after some period of time
Allow time for behaviour change and application to take place
Survey and interview of people who often observe behaviour
Repeat evaluations at appropriate times
Leadership workshop:
Behavioural indicator
Trying to understand subordinate
Listening to subordinats
Praising good work
Talking to subordinates about their problems
Asking for ideas
LEVEL 4- At this level, you analyze the final results of your training. This includes outcomes
that you or your organization have determined to be good for business, good for the
employees, or good for the bottom line Indicators: Productivity Qualit Customer Response
Time Cost Contro Employee Satisfaction Customer Satisfaction

PERFORMANCE INDICATORS
Hard Data Indicators:
Downtime Duration
No. of defected products
Sales Volume
Customer Satisfaction Index
No. of accidents at work
Response time to orders
Soft Data Indicators (Intangible Impact):
Job Satisfaction
Conducive working relationship
Effective Communication
Stress Rate
Quality in decision making
Training and development describes the formal, ongoing efforts that are made within
organizations to improve the performance and self-fulfillment of their employees through a
variety of educational methods and programs. In the modern workplace, these efforts have
taken on a broad range of applicationsfrom instruction in highly specific job skills to long-
term professional development.

TRAINING DEVELOPMENT
Coping strategy Building strategy
Skilled specialist Gives new perspective
Decentralised Centralised
Involve Line managers Involve middle and upper
Concentrates on Average to managers
Low performers Concentrates on High
May not linked with Career performers
Progression Linked with Career Progression
May not be linked with Vision Linked with Vision of the
Performance Review Organisation
Short term No Performance Review
Present Long term
Job oiriented Future
Trainer Career oriented
To improve work perfmce Self
Many individual To prepare fr future
Specific job related Single
Conceptual and general knlge

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