Training Needs Sample-V1
Training Needs Sample-V1
Training Needs Sample-V1
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How To Conduct a
Training Needs
Analysis
By
Ken Drummond
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Thank you for downloading the sample chapters of How To Conduct A Training Needs Analysis
published by Gull Publishing. This excerpt includes the Table of Contents, and the first
chapter, which overviews the book.
We hope you find this information useful in evaluating this book.
This 64 page manual sets out a proven method to determine
what your business training needs are and complete a skills
assessment. This Training Needs Analysis manual provides
assessment tools suitable for both large and small companies.
Training Needs Assessment is a process to qualify why you
need to do the training, what training is required, what business
benefits are to be expected, and what the costs, benefits and
return on investment (ROI) will be.
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Disclaimer
This manual is provided to purchasers with the express knowledge and understanding that Gull Publishing Pty Ltd, its
authors, directors, shareholders, agents and employees, the producers of the manual or any approved person working on
behalf of these companies (hereafter referred to as the Company and Agents) will not be responsible or in any way liable
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Chapter 1
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What is a Training Needs Analysis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Effective Structured Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Identifying Training Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Identifying the Real Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Using a Problem-Solving Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Required Elements for a Successful TNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 2
The Training Needs Analysis Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Chapter 3
Sources Of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 4
Chapter 5
Self-Response Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Chapter 6
Establishing The Training Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Chapter 7
Developing The Training Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Chapter 8
Preparing The Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
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a comprehensive
assessment of job
aspects for both
individuals and groups.
There are various techniques and data collection methods available that can be used to
conduct a training needs analysis. These include OSDAS,Work Preparation Survey System,
Job Components Inventory, CODAP, and Delphi. Each of these techniques has merit in
particular situations, but in some instances can involve relatively high cost or extensive
time, or the requirement for the analyst to be skilled in the use of the method.
It is emphasised that the objective of this manual is to provide a straightforward approach in
the business climate of today, given that managers, training co-ordinators, staff development
officers and others who may be required to conduct a training needs analysis, are frequently
required to complete this task within the commercial constraints of cost and time.
The principles described have been used successfully with staff numbers ranging from six to
2,500, and provide an effective step-by-step method which will result in a comprehensive
assessment of job aspects for both individuals and groups.
Most people in organisations that have anything to do with training agree that training for
trainings sake is a waste of time and money, but, there are many organisations doing just
that. They fail to recognise there is no value in carrying out training which:
is not needed;
No doubt many of us can provide examples where individuals were sent on a training
course because it was their turn, or, because it is company policy for every manager to do
this course! These requests - in some cases, instructions - ignore the fact that the training
in question may not form part of the persons personal development program, nor would
it help to improve performance in his or her job.
Most people are willing to participate in training courses, perhaps if only to break the
monotony of the workplace. However, for the organisation and the individual to obtain
some work-based, meaningful benefit, there must be a real need for the training. This is
where a training needs analysis is essential.
Training is an important resource in any organisation. Implemented in the most effective
way it can assist in overcoming work-based problems and help to provide a more skilled
and productive workforce, as well as assisting the organisation to achieve its objectives.
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It forms the basis for structured training and identifies current work-based shortfalls or
problems in performance standards that may be able to be resolved through training.
To put it another way, the TNA identifies the difference between the standard of
performance being achieved, and the standard of performance required - the training gap
- with the aim of raising the quality and productivity of output.
Additionally, a TNA considers future organisational development as well as development
for individuals and groups. It is therefore, a valuable planning and management tool.
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A careful analysis of the data collected from each source is required to clearly show:
The job;
The skills, knowledge and attitudes of individuals or groups carrying out their jobs
relative to the work being performed; and
To compare what is happening with what those involved with the job think should
be happening. (Involve the person doing the job, the supervisor, the safety officer - if
appropriate - etc.); and
To analyse all the data collected and decide if there is any need to improve the
knowledge, skills or attitude of the person performing the task. If so, then this is a
training need.
Determining some managerial and supervisory training needs is not quite so easy. These
needs could include such areas as:
Market forecasting
Pricing
Distribution
Product knowledge
Productivity measurement
Budgeting
Cash flow
Inventory control
Planning
Problem solving
Controlling
Leading
This gives an indication of the scope of subject matter which should be considered.
In practice it often happens that once the analyst has the confidence of supervisors and
managers, they are often willing to discuss any training they know they need.
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Poor supervision
decide how;
However, it must be kept in mind that a TNA may not produce a training outcome.
The TNA process may identify problems/needs in two areas:
1. Training
2. The organisation
Some schools of thought separate attitude into a third category for consideration.
However, as training is concerned with knowledge, skills and attitude, separation of
attitude as another category is considered unnecessary.
If any of the needs identified cannot be met through training, then management
should be informed accordingly.
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Conducting a TNA can be time-consuming. The organisation is committing time and effort
at all levels and this is a cost which must be borne as part of the analysis. However, the
results should assist the organisation to:
Become more productive.
Make more effective use of its resources by improving knowledge, skills or attitudes
through training.
The following chapters consider the TNA process in detail.
TERMINOLOGY
For the purposes of this manual the term operative has been used as a convenient term
for any staff member below that of a supervisor. This has been done because of the
large number of status titles that exist within organisations today. It is not offered in any
demeaning or derogatory manner.
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10
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