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Training Needs Analysis: An Empirical
Study of the Abu Dhabi Police

1. ALI ALGHUFLI

Brunel University
Uxbridge
UB8 3PH
United Kingdom
Email: Ali.Ghufli@brunel.ac.uk

2. ZAHIR IRANI

Room: ESGW 315

Brunel University
Uxbridge
UB8 3PH
United Kingdom
Email: Zahir.Irani@brunel.ac.uk

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 Training Needs Analysis: An Empirical Study of the Abu Dhabi Police

Abstract

Training is important to improve organisational performance and to increase

productivity but it should be approached systematically. Systematic in the sense
that it should follow certain steps beginning with, an identification of training
needs, followed by the designing an appropriate training plan, implementation of
the process, and finally evaluating the training programme. This paper aims to
investigate the current practice of training needs analysis (TNA) of Abu Dhabi
Police (ADP) to identify the different barriers. Four areas that were examined
include: current practices of TNA; training decisions; effectiveness of TNA; and
the barriers. This study is based on phenomenology, which adopts mainly an
inductive qualitative approach. The samples were categorized into three groups:
policy makers, (top management, and academics); trainers; and the trainees. All in
a total 51 samples from the ADP were interviewed. The study results show that
TNA in the ADP is found to be generally performed formally on a regular basis.
To a certain extent all the methods are being used by ADP in identifying training
needs and it suggests that overall perceptions of the respondents regarding TNA
practices were high. The study found some barriers to effective TNA practices,
such as lack of expertise of the trainers; nepotism, kinship and personal relations
between the supervisors and the employees disrupt the training selection process
in ADP. The study hopes to contribute to the TNA practices of ADP in several
ways. First, it conforms that practitioners do recognize the importance of effective
TNA that can help them to plan and strategize effective TNA activities. Secondly,
it hopes to contribute to the knowledge of TNA as being the first exploratory
empirical study conducted in the UAE as far as the author believes, although
limited empirical evidences are obtained in UAE, particularly from the public
sector.

Keywords: Training, Training Needs Analysis, Abu Dhabi Police, UAE

Word count: 5661

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1.0. Introduction
The continuous socio-political and technological changes have challenged the organisations
to provide their employees with certain skills, knowledge and abilities (SKAs). A formal
approach for organizations to update employees’ acquisition of job-related SKAs is training
(Jamil and Som, 2007). Huang (2001) agreed that an educated and well-trained employee is a
prerequisite for an organization’s competitive advantage. Despite the importance of training
for improving organisation's performance and increased productivity, training itself must be
approached systematically. It should follow certain steps beginning with, an identification of
training needs, followed by the design and development of an appropriate training
programme to serve the needs, the implementation of the training programme, and finally the
evaluation of the training programme to determine whether the original needs had been
achieved. Execution on these steps is believed to ensure training effectiveness (Blanchard and
Thacker, 2012; Goldstein and Ford, 2002; and Noe, 2005). Miller and Osinski (2002) find
identifying training needs is the critical activity for any training and development function.
Thus, without this step, there can be no solid prognosis to diagnose if the whole training
process was correctly designed (Anderson, 1994; Bowman and Wilson, 2008, Goldstein,
1993).

Despite the importance of training needs analysis (TNA), very little empirical works found
that examine the factors that influence TNA process (Goldstein, 1993; Morano, 1973;
Wexley 1984). Moreover, most of the existing studies on TNA practices were conducted in
the first world such as, UK, Europe, USA and Far East. Due to cultural differences, the
findings of these studies might not reflect similar descriptions in the Middle East, and
especially in the UAE. Few studies were found in the Middle East (e.g. Abdalla and Al-
Homoud, 1995; Abu-Doleh, 2004; Altarawneh, 2005; Agnaia, 1996; Al-Ali, 1999; Qefel,
1998), however, the scope of these were not specific to TNA and were limited to only certain
manufacturing and service sectors. As a result the findings may not be generalized to describe
TNA practices in the UAE public sector such as Abu Dhabi Police (ADP). Therefore, the
main aim of this research is to investigate the current practice and application of TNA of
ADP. It seeks to understand the nature and the utilisation of TNA, and to find the barriers that
affect TNA in the ADP.

This study is considered as a step towards the theory relating to TNA in the UAE. The review
of the literature in the field of training and TNA has revealed the gaps and the need for more
empirical studies to be conducted. Therefore, this study integrates, refines, extends the
empirical work conducted in this field and fills some of the gaps in the literature.

2.0. Training and Training Needs Analysis

The significance and value of training has long been recognized. Consider the popular and
often repeated quotation, “Give a person a fish and you feed him for a day. Teach a person to
fish and you feed him for a lifetime.” This simple but profound saying is attributed to the
wisdom of Confucius (5th century BC). Given today’s business climate and the exponential
growth in technology with its effect on the economy and society at large, the need for training
is more pronounced than ever (McClelland, 2002). Training is responsible for building
skilled, qualified and capable people, which helps organisations to improve their performance
and adapt to any new change. Therefore, organizations invest in training because they believe
a skilled workforce represents a competitive advantage (Salas et al., 2012). In the United
States alone, organizations spend about $135 billion in training individuals per year (Patel,
2010).

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Many authors stressed that the importance of TNA in planning and designing of any training
program (for e.g. Goldstein and Ford, 2002; McGehee and Thayer, 1961; Palmer, 2005; and
Reid and Barrington, 1997). When properly designed and administered, a TNA will provide a
detailed picture of an organization's skill, knowledge, and talent base while simultaneously
focusing attention to areas where training programs are most needed or, depending on the
nature of the business, required. This, in turn, permits the organization to allocate funds for
training and development where they will have the greatest impact, thereby providing a
positive return on the firm's investment. TNA, however, is much more systematic and
process-oriented and requires a greater degree of planning, co-ordination, and analysis
(McClelland, 1993). Therefore, McArdle (1998, p. 4) states that, “when properly done, a
TNA is a wise investment for the organization. It saves time, money and effort by working on
the right problems”. Furthermore, the idea behind TNA is that only when there is a match
between training needs and the content of training, beneficial outcomes to organizational
performance can be realized (Van Eerde, Tang and Talbot, 2008)

2.0.1. TNA Models

There are many models on how to conduct TNA found in the literature. However, two
theoretical models of TNA have dominated the literature for over four decades: the
organisation-task-person analysis framework (O-T-P model) and Mager, and Pipe’s
“Performance Analysis Model” (Taylor, O’Driscoll and Binning, 1998). The former is more
popular among academicians, and many models developed by them are based on this
foundation. The latter is popular among practitioners, and gaps between expected and current
performance are considered as needs for training. Within the O-T-P model in particular,
decisions being determined as a result of integrating macro through to micro analyses, arising
from an investigation of training needs to meet organisational needs, task or job needs,
through to the particular needs of the individual or person. By contrast, the performance
analysis model focuses on identifying the areas of discrepancy between desired and actual
performance and subsequently analysing the causes of such discrepancies. Also, compared to
the performance analysis approach, the O-T-P approach tends to be more strategic to
organizational missions and needs for the future are also analyzed as part of analysis (Taylor,
O’Driscoll and Binning, 1998).

This study considers McGehee and Thayer’s O-T-P model as the theoretical basis, because it
is considered as the core framework for TNA in the academic literature and most of the
models have been developed based on this model, despite the fact that it was developed in
1961 (Holton, Bates and Naquin, 2000). It contains both future-oriented organization analysis
and present task and person analysis, which provide comprehensive needs analyses and
increase the likelihood of aligning training with organizational and individual needs.
Organizational analysis involves the examination of an organization’s mission and strategies
to identify training needs. It identifies the knowledge, skills and abilities that employees will
need for the future, as the organization and their job evolve or change. Task analysis
determines whether the SKAs required of each job in an organization contributes to the
achievement of the preset objectives. The TNA process continues to the third level whereby
the performance of each individual employee is assessed to determine whether he/she
performs according to the standards and if discrepancies occur, to decide whether training can
be used to close the gap. Thus, it focuses on how well employees perform their jobs and what
skills, abilities and knowledge they use to conduct those jobs.

TNA is very much a social process in the sense that it involves a wide range of people and a
number of inter-personal relationships, both within and outside the organization. Therefore,

4
the implications of TNA are different for different stakeholders due to their common as well
as conflicting interests and varying agendas and rationale for training and development in an
organization (Mishra, 2011). Leigh (1996) indicated that a number of people are likely to be
involved in identifying training needs of an organisation and of an individual. It is not only
the trainers who are involved in this process: personnel managers, line managers, supervisors
and job holders are also likely to have a part to play. Boydell and Leary (1996) assert that
learners/trainees should be involved in the TNA process whenever possible; surprisingly
however, they are often left out.

Even though, it was deliberated by theorists and researchers on the importance of TNA, it
was implied that many companies do not regard performing TNA as a priority (Anderson,
1994; Smith, 1999; Budhwar, Al-Yahmadi and Debrah, 2002, and Saeed, 2010). According
to Singal (2009), one of the causes for insufficient TNA practices in the organizations is the
lack of clarity on who is responsible for doing what. Agnaia (1996) found that mangers who
are in charge of assessing training needs are, usually, not specialists and they lack the
necessary skills and knowledge for performing their tasks. Abdullah (2009) also, stated that
the absence of needs assessment and analysis is due to lack of expertise. Agnaia (1996)
argues that assessing training needs by performance records by bosses may not reflect the
actual situation because this assessing is subject to family, nepotism, kinship and personal
relationships between the supervisors and employees. In addition, Abdalla and Al-Homoud
(1995) found that there are no specific procedures for determining training and educational
needs due to the lack of reliable information, turbulent political, economic and fast changing
social environments. Others Arab researchers argue that the lack of job descriptions, clear
performance appraisal and the approach used for assessing the development needs of
employees are impressionistic and generalised rather than systematic (Altarawneh, 2005).
However, these problems should be addressed in an appropriate manner.

3.0. Methodology
Data for this study was collected from Abu Dhabi Police in the UAE. The basis of this study
was phenomenology which adopted mainly an inductive qualitative approach to achieve the
aims and objectives. Both primary and secondary data were used in this study. For primary
data collection in this study, multiple methods of data collection were employed. Semi-
structured interviews were the main source of primary data, with the non-participant
observation and documentation. For collecting secondary data, various literatures were
reviewed, such as published books, journals, articles, research papers, monographs and
various websites of different organizations around the globe were included among them.
Various annual reports, official websites and official documents of the government and non-
government organizations were also reviewed for the same purpose.

Using a cross sectional design selected numbers of TNA stakeholders includes top
management officials, mid level officers, trainers, trainees, and policy makers were
interviewed. They were categorized into three groups: 1) policy makers, top management
officials; 2) academics and trainers; and 3) the trainees. All in a total 51 respondents from the
above three categories (20 from sample 1, 11 from sample 2 and 20 from sample 3), were
contacted for the interview, where semi-structured questionnaires were used. For analyzing
collected data, this study employed QDA software (NVivo) and directions from the
philosophical basis, phenomenology. Especially this study used interpretative
phenomenological analysis (IPA) method for analysing data to produce common or
contradictory themes and patters from the data, which are used as a basis of interpretation.

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4.0. Findings and Discussions
The major findings from the study are discussed below:

4.1. Demographic Characteristics of the Participants

4.1.1 Academic Background
Data on the educational background of the three-sample group shows that 65% respondents
are bachelor degree holders where senior executives are almost 85%. A significant number of
respondents are of high education degree holders, which indicated the high level of education
of the respondents.

4.1.2. Age Group

Data on the age of the samples shows that nearly 50% of the respondents are of middle age
group where the senior executive group in of 55%. On the other hand 45% respondents are of
low age group level, where trainees show 60%. It indicated that all the trainees are mostly
young who are able to receive effective training.

4.2. Current Practices of TNA

Understanding employee training needs is important. It ensures effective use of resources,
and provides the answer as to whether training is the appropriate solution for employee
performance deficiencies (Guthrie and Schwoerer, 1994; Brookes, 1995). TNA should be
based on analysing organisational tasks or jobs and personal needs, not just one source of
analysis. This section focuses on investigating the practice of TNA from the perspective of
Senior Executives, trainers and trainees. Findings regarding the current practices of TNA in
ADP are summarized below.

4.2.1. Involvement with TNA Activities

A total of thirty one respondents (from group 1 and 2) were asked to state their involvement
with the TNA activities of ADP. The respondents are not directly involved with the TNA
activities of ADP, but some of them (12%) have attachments with the process. Some of them
are actively involved with different assignments, such as identifying and analyzing training
needs and measuring the impact of the training. The lack of involvement in the TNA process
within ADP indicates the importance of TNA stakeholder's involvement in TNA process to
ensure an effectiveness of TNA.

4.2.2. Discussion on Training Needs between Supervisor and the Trainees

The importance of discussing training needs was investigated, through asking the trainees this
question: Did your supervisor discuss your training needs with you before attending the
programme? A total of 20 respondents were asked this question. 75% respondents concurred
that their supervisor asked them about the training needs while 30% respondents reported that
they were never asked about their training needs. In addition, the supervisors use to ask their
trainees about the training needs and recommend them for specific training. ADP has formal
appraisal process as well, but the timing of the process is not up to date.

4.2.3. Conducting TNA in ADP

The senior executives and trainers were asked whether they conducted formal TNA in the
Abu Dhabi Police and, if so, how often do they conduct TNA. 75% of the respondents said
they conduct TNA on a regular basis. In addition, the majority answered that they conduct
TNA annually. This is to say, ADP conduct TNA on a regular basis every year. This finding
is consistent with other researchers' findings. For example, Abdullah (2009) found that more
than 92 % of the large-scale industries (LSIs) and more than 60 % of the small-medium

6
industries (SMIs) in Malaysia had their HRD needs assessed and analysed. In her study,
Altarawneh (2005) found over half of the participants surveyed Jordanian banking
organisations declared that their organisations conduct TNA on a regular basis. Abu-Doleh,
(2004) found in his study in the Jordanian private and public sectors that more than two-
thirds (80%) of the private organisations and nearly 65 % of their counterparts in the public
sector report assessing their training and development needs on a regular basis. Undoubtedly,
conducting TNA on a regular basis does not always reflect the effectiveness of conducting
effective TNA process. In addition, training needs should not be assessed once a year; they
should be assessed at a variety of times depending on the organisation's needs and conditions.

4.2.4. Importance of TNA in ADP

Respondents from group 1 and 2 were asked this question, why do Abu Dhabi Police conduct
TNA, to find out the importance of TNA within Abu Dhabi Police. The reasons why is TNA
important in Abu Dhabi Police as stated by all the respondents in general are; it helps to keep
up with modern developments that are supportive to close to the reality and ready for a better
future; to the development of future training plan and to design training programmes; it helps
to determine the best technique to meet the training needs; to know the skills needed for the
employees to enhance their performance; to find out the causes of failure in training; and to
determine the training needs of specific departments and their employees and to
obtain sufficient information to help raise the performance of the organisation. Therefore, this
reveals that the majority of employees are aware of the importance of training needs analysis
and the positive impact of TNA on training within Abu Dhabi Police.

4.2.5 Levels of TNA in ADP

With regard to levels used in conducting training needs assessment, senior executives and
trainers were asked to indicate the levels that they use when conducting training need analysis
in the Abu Dhabi Police. In the organisational level, 65 % of the respondents indicate that
TNA was carrying out at this level. In addition, much emphasis was placed on the operational
level and individual level rather than organisational level. Majority of the respondents,
indicate that TNA was carrying out at the individual level and functional level (100%
individual level and 80% operational level). Therefore, the above findings indicate that the
Abu Dhabi Police have kind of a strategic approaches’ TNA practice because they have some
kind of commitment to analyse all three level of needs and take into consideration the overall
requirements of the organisation and employees perform.

4.2.6 Method of Assessing Training Needs

Regarding the methods used in Abu Dhabi Police for assessing training needs all the
respondents were asked this question. 85% said that performance appraisal results was the
basis of the assessments of the respondents while 75% agreed that training needs of the
employees of Abu Dhabi Police are assessed based on the job description. Moreover, more
than half of the respondents concurred that a group discussion led by the managers and
supervisors with the employees and committee used to work on this are also used for the
purpose. On the other hand, direct observation, Skills, Knowledge, and Abilities (SKAs)
tests, Questionnaires, and face-to-face interviews with employees are least used TNA
methods.

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 Table 1: Methods of Assessing Training Needs
Training Need Assessment Methods Yes %
Performance appraisal information or results 17 85
Through a job descriptions for individuals in your 15 75
organization
Determination through special training committee 11 55
Group interviews with managers and supervisors 11 55
Direct Observation 10 50
Questionnaires 10 50
Skills, Knowledge, and Abilities (SKAs) tests 7 35
Personal face-to-face interviews with employees 4 20
N= 20, Source: Fieldwork

In this context, Altarawneh (2005) found that the most common used TNA methods in the
Jordon banking organisations were questionnaire, followed by interviewing employees' direct
managers or supervisors, while determination through a specialist training committee, job
description and performance records were the least used TNA method. Albahussain (2000)
found that direct observation was the most popular TNA used in surveyed Saudi
organisations, followed by formal performance appraisal reports, while the questionnaire was
the least used method. Agnaia (1996) found that the most common used by Libyan
companies were performance appraisals follow by questionnaire, while interviews was least
used methods.

Generally, the results show that to a certain extent all methods were used by Abu Dhabi
Police to identify needs of training of the employees. However, the most popular method
used was performance appraisal forms and job description. This finding is of no surprise as
performance appraisals are often considered the most common and widely used method in
TNA (Brown 2002; and Agnaia, 1996).

4.2.7 Selecting TNA data collection methods

Regarding the criteria to consider for selecting TNA data collection method in ADP, 31
respondents were asked. All of the criteria in choosing data collection methods as suggested
by Steadham (1980) and Brown (2002) were, to a certain extent, considered by the
respondents in this study. The result showed that 75% of the respondents said that top
management preferences, and employee acceptance are the main basis of the TNA data
collection method in ADP. In order of importance, the remaining criteria considered by the
organizations were: Time requirement, Cost-effectiveness, Organizational Culture and
values, Expertise of the HR staff, Ease of use, Sample size and Confidentiality.

4.2.8 Sources of Data in different levels

Respondents from group 1 and 2 were asked to rate the extent to which they had referred to
several sources of data as compiled by Moore and Dutton (1978) and Blanchard and Thacker
(2012). The sources of data in different levels of TNA in ADP are: organizational level,
operational level and individual level. In organizational level, organizational goals and
objectives; and management request and skills inventory are the popular sources of TNA data
in ADP. In operational level job description and job specification and performance standard
are the main sources. In individual level performance appraisal, Skills, Knowledge and
Ability (SKAs) tests results, Supervisors suggestion and Assessment survey are the main
sources.

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4.2.6 Perceptions on TNA Practices
All the respondents were asked the question relating to the overall perceptions of TNA
practices in Abu Dhabi Police. Results of the study suggest that overall perceptions of the
respondents regarding organisation’ TNA practices were high. Majority of the respondents
strongly agreed that: (95%) TNA process was emphasized in their organizations’ training
practices, (85%) The management of this organization believes that TNA is central for
improving the training effectiveness, TNA determines the ‘where’, ‘what’ and ‘who’
decisions of training, (80%) top managers are committed to TNA function and (75%) The
present volume of TNA is adequate to solve your current problems. This indicate that the
TNA stage had an important place in the organizations’ training practices, which was shown
in the study where Abu Dhabi Police had adopted some formal techniques and methods to
analyze their training needs and had followed certain proper procedures to choose training
participants.

Table 2: Perceptions of TNA Practices

Overall perceptions regarding TNA practices Yes %

TNA emphasized in organization's training practices to ensure training 19 95

effectiveness
TNA ensures that organizational needs linked with employees needs 17 85
TNA determines the ‘where’, ‘what’ and ‘who’ decisions of training 17 85
The management of this organization believes that TNA process are 17 85
cost effective
The management of this organization believes that TNA is central for 17 85
improving the training effectiveness
Top managers are committed to TNA function 16 80
It provides a benchmark for evaluating training and records the 15 75
justification of training budget.
TNA conducted to differentiate performance problems caused by 15 75
employees’ lack of skills, knowledge and abilities (SKAs) and
problems caused by other factors.
TNA methods used by the Abu Dhabi Police produce clear, relevant, 15 75
specific data on performance discrepancies
TNA methods used by the Abu Dhabi Police make it possible to 13 65
distinguish between training that employees need and training that they
want
The present volume of TNA is adequate to solve your current problems 13 65
Training needs will only be fulfilled if they are in line with 12 60
organization's strategic needs
N= 20, Source: Fieldwork

4.3 Training Decisions

Respondents of 31 from group 1 and 2 were asked questions relating to training decisions at
Abu Dhabi Police in terms of who should attend and what is the training program. The
findings are as follows:

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4.3.1. Involvement of the Senior Managers in Selecting the Trainees
The respondents were asked to indicate whether they involve in selection of trainees. The
result of the interview shows that nearly 70% of the respondents said that they have direct
involvement.

4.3.2. Methods of Selecting Employees for Training

The senior executives and trainers were asked to find out how the organization selected
training participants. The results shows that the most commons way of selecting employees
for training is (73%) the supervisor’s recommendation, (73%) suggestion in performance
appraisal forms and (61%) employees were directed to attend. On the other hand, the least
methods of selecting employees for training are (37%) discussing the course with training
manager and putting their names forward and (22%) employees were chosen by their
colleagues to represent their department.

This practice agrees with suggestions from Stanley (2002) who stated that immediate
supervisors were the most common and important sources of data in selecting employees for
training, because they are in the best position to observe the strengths and weaknesses of their
subordinates.

4.3.3 Criteria to select trainees

This question concerned what the selection procedure for training should be based on. Results
indicated that most respondents (78%) believe that the most important factor to be taken into
account in the selection procedure is the employee's annual performance appraisal. The
employee's academic qualification (75%) and the views of their immediate supervisors (73%)
as an important factor were selected, when organisation intend to select individuals for
training. On the other hand, a smaller number of respondents mentioned other factors, such as
the length of service and employees’ seniority and willingness.

4.3.4 Personal Ties with the Supervisors and Top management

Wilkins (2001), Agnaia (1996), and Abdalla and Al-Hamoud, (1995) point out that in Arab
culture it is unusual for an Arab to turn down, openly, a request from a friend, and an
individual depends on family and friendship ties for getting things done within both an
organisation and society in general. Thus, trainees were asked to indicate their level of
agreement on whether their social ties with their supervisor and top management helped them
to attend the programme. In answering this question most of the respondents said, these types
of ties with the senior executives and supervisors have helped them to take positive decisions
in attending training programmes. In regards of their ties with top management less than half
of the respondents found positive result about personal relations with top management that
helped the trainees to take decisions about attending training programmes. This finding is line
with Qefel, (1998), who reported that personnel ties with top management helped them to
attend the programme.

4.3.5 Reasons to attend the Training Programmes

Sims (1990) indicate that the decision to attend a training programme should reflect; the
extent to which the employees need training; the employees potential for advancement; and
the extent to which the employee's knowledge, skill, attitudes, or performance are likely to be
improved by the training. Therefore, the trainees were asked to indicate the different reasons
that play important role in attending training programmes. All the respondents argued that to
enhance the performance of their current job they tried to attend the ADP training
programmes, while, another reason is to acquire new knowledge and skills for promotion.

10
They also stated that the authority rarely made the programmes compulsory for the selected
employees. This indicated that it is not appropriate to force employees to attend the training
programmes which teach them what they may already know.

4.4. Effectiveness of TNA

The effectiveness of TNA programmes of ADP, specially, the strategic issues relating to
training functions and the role of training in ADP is summarized below.

4.4.1 Application of Learning from the Training Programmes in ADP

The result of this question shows that the employees of ADP apply what they learned in
training programmes in their workplace. However, it is sometimes difficult for them.
According to them: first, the programme must be commensurate with the work requirements
and not just, what the employee wants, secondly, apply what they have learned in training
programs sometimes need to change in the workflow, which conflicts with the views of the
managers, and thirdly because the training curriculum do not matches with the nature of
work. This is in agreement with Carolan (1993) who indicates that much training fails
because needs are not identified accurately.

4.4.2 Idealness of the Existing Method of Conducting TNA in ADP

The methods of TNA in ADP are ideal to some extent, but there should be more
coordination between the training department and other departments. They should use the
best the methods in determining training needs to ensure valuable results. The results show
that existing methods help ADP to develop the skills of their staffs; to identify the
strengths and weaknesses of the organization as well as individuals; to increase awareness
among staffs on the specialized courses and their importance.

4.4.3 Assessing the Effectiveness of TNA

Regarding the assessment of the effectiveness of TNA in ADP, 31 respondents from the two
groups (senior executives and trainers) were asked this question: how do you assess the
effectiveness of TNA process of the Abu Dhabi Police? And there was 15 criteria to see what
from these criteria was consider by the organization. The results are very interesting, most of
the criteria were highly considered by the ADP. 90% respondents stated that training
objectives are in harmony with the culture of ADP and TNA of ADP is consciously linked
with the strategic plans. 85% respondents said that ADP employees are motivated to
participate in TNA process; ADP has an ongoing and clear plan for TNA; job related
competency requirements are being ranked according to their importance in ADP; policies
and plans related to training are flexible and adaptable to changing circumstances ADP
employees are carefully assessed before considering for training programmers.

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 Table 3: Effectiveness of TNA
Effectiveness of TNA Yes %
Training was consciously linked to the Abu Dhabi Police’s strategic plans 20 95
Training objectives are in harmony with the Abu Dhabi Police's culture 19 95
You seek the support and commitment from Top management to provides 18 85
all the facilitation to training activities
The organization has a clear ongoing plan for training 18 85
The job description of the employee’s job was reviewed prior to deciding 17 85
on the training programme to be undertaken by the employee.
Policies and plans related to training are flexible and adaptable to changing 17 85
circumstances
Employees are motivated to participate in TNA process 17 85
The job related competency requirements were ranked according to their 17 85
importance
The current skill/competency level of employees was assessed prior to 17 85
deciding on the training programme to be undertaken by the employee
You have access to the Abu Dhabi Police’s objectives and strategies 16 80
You have decided on the desired competency level you were expected an 16 80
employee to reach after training
You determined the knowledge, skills and attitudes an employee must 16 80
have in order to perform the job successfully
You emphasize cost effectiveness training to assess the effectiveness of 15 75
training needs analysis
The relationship between the training staff/external training specialists and 14 70
line managers is based on mutual understanding and an exchange of ideas
to solve problems related to human resource development
Before considering training, you carefully assessed if the problem could 13 65
have been somewhere else (such as the work environment, the tools, and
reward systems)
N=31; Source: Fieldwork

The results clearly show that the TNA process of ADP is effective more as it links with
overall organization strategy.

4.5. Barriers of TNA

Regarding the question relating to the general, organizational, cultural or technological
barriers that affect training needs analysis of ADP all the respondents were asked. The
findings show that training supervisors lack expertise in conducting training needs analysis in
ADP; and TNA techniques fail to produce reliable information to the employees. Moreover,
respondents said that family, nepotism, kinship and personal relationships between the
supervisors and employees disturb the selection process for training in ADP; Organizational
culture such as norms, values, beliefs, bureaucratic policies, and roles sometimes play role
over TNA; and lack of communication between the employees and their supervisors is also a
barrier in ADP. The main other barriers of ADP in TNA are ADP does not provide enough
time to identify training needs; as a result employees are unable to fully describe their
training needs. Beside these, lack of sufficient supports from top management; and
performance appraisal of employees is not designed to indicate individual training needs.

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ADP also lack trained personnel to identify training needs; top management ADP is only
interested on the results of the training.

5.0. Recommendations and Concluding Remarks

On the basis of the aforementioned discussion and analysis, the following recommendations
are offered as a guide to reform the TNA process of ADP.

• TNA should to be Systematic and Strategic: TNA should to be systematic, linked and
derived from the overall organisational strategies, plans and policies, rather than being
a subject to the supervisors own viewpoints and personnel aspects or being piecemeal,
stand-alone activities, designed to react to the current organisational conditions. In
addition, TNA must be pragmatic otherwise it will be carried out without any rational
basis and will be doomed to failure. For this to be happened training managers should
have long-term training policies and plans and all the stakeholders of TNA at ADP
should be involved with the process. Moreover, it is urgent to relate simultaneously
managers’ needs analysis procedures with the analysis of their functional and
organizational needs.

• Training programmes should Link between Training and the Job Requirement:
Training programmes should be rooted in a careful identification of training needs so
that a linkage between training and the job requirement is viewed. Senior managers
and trainers should go beyond depending heavily on assessing training needs based on
performance appraisal and job description. Several methods should be involved in
choosing the appropriate procedure for TNA. For this to be happened, ADP should
develop a method that provides accurate, valid, and reliable information about the
requirement of training for the organisation.

• Selection of Trainee: All the employees should to be considered for nomination to

attend training programmes because they need training for their betterment rather than
for socio-cultural considerations. For this to be happened, trainee selection should be
formalised by ADP, with the aim to establish standardised criteria in selecting trainees
who need training for improving their capability and the organisation. This would
make the trainees homogenous in their background and training needs in the
classroom.

• Selection of Trainers: Trainers need to be well-qualified, educated and, possibly,

specialists in the training field because they have the responsibility to improve the
training situation and improve the organisations' views about the importance of
training. For this to be happened, senior managers and trainers should be provided
with adequate training to enhance their skills and knowledge and to maximise their
ability in conducting and managing training needs analysis process.

• Introducing Rewarding System: Some forms of recognition and bonus could be

administered to trainers and mangers, for their mastering in the TNA process. In other
words, there is a need to link training with a system of promotion, reward and/or
punishment for the effectiveness of TNA. For this to be happened, the ADP should
establish a reward system link with training.

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 • Effective Communication with the Stakeholders: More effective communication must
be established among the stakeholders to promote TNA, and especially the
involvement of the employees in the assessment of training needs. For this to be
happened, employees should participate in defining their needs, in terms of specific
and measurable knowledge requirements, skill development and attitude and
behavioural change. Top managers and line managers need to be committed to, and
supportive of TNA through being involved in formulating training strategies, plans
and objectives

6.0. Conclusions and Implications

The study hopes to contribute to the TNA practices of ADP in several ways. First, it
conforms that practitioners do recognize the importance of effective TNA that can help them
to plan and strategize TNA activities. Secondly, it hopes to contribute to the knowledge of
TNA as being the first exploratory empirical study conducted in the UAE as far as the author
believes, although limited empirical evidences are obtained in the UAE, particularly from the
public sector. The study has been restricted to ADP in the UAE, so the generalisation of the
findings may be limited to the military organisations and other security companies. Based on
the findings of this study, there is a need for further researches. A study on the practice of
TNA between public and private sector may be conducted difference between them in
relation to the practice and barriers of TNA, so that a comprehensive approach to TNA can be
established. An empirical study may be conducted with more samples from all the military
and security organizations on the practice of TNA.

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