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Corporate Training Executive
In Aviation
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Hi All, Can any one of you please forward me the Standard Check List for any Training Program that is conducted Inhouse or in Hotels. Regards Vishal Vyas :)



1. An assessment of the current situation.

2. A statement of purpose, outlining what is to be accomplished.

3.Identification of the training needs.

4. A statement of planning premises -significant asssumptions,

constraints, and parameters.

5. A forecast statement of factors that might help or hinder

the end results.

6. Desired behaviors are specified.

7.Desired competences are identified and specified.

8.Knowledge, skills, and characteristics desired are specified.

9. Constraints like time, budget and participants attitude are identified.

10.Participants' characteristics are identified / listed.

11. Training objectives are defined / listed.

12.Training program contents are outlined.

-identifying topic areas to be covered.

-specific concepts are listed

-key points are specified

-determining the emphasis required on each topic.

-sequencing the topics into a logical progression.

-establishing a learning pace.

13. Selection of instructor(s)

-in terms of scholastic records

-in terms of delivery skills

-in terms of personality

etc etc

14. Physical facilities



-conference room [ size / layout /light/acoustics/ etc]

-seating arrangements

-case study rooms


15. Conference room facilities

-equipments required

-stationery required

-dining / coffee room facilities

-writing materials

etc etc

16. Training Teaching materials

-training agenda

-trainer's manual

-participants' manual

-case studies

-role plays

etc etc

17. Training Methods


-conference method

-management games

-case study

-senstivity training

-programed instructions.

18. Evaluations.

19. Training schedule.

20. Training Budget




im doing a project in training and develpment
can u suggest me a gud project in training n development
except training effetiveness
identification of needs in organisational
please repley as soon as possible



So you could have projects with emphasis on LEARNING.

1.E-LEARNING is training that is delivered by electronics , with a

combination of hard / soft technology. It focuses on the learners

and provides a blended learning.




People need to be motivated to learn effectively.

Learners should be helped to develop learning goals.


personal development plan.


3.MARUTI UDYOG is a large / complex organization.

So learning and training is also complex.






4. MARUTI UDYOG is it ready for learning organization.

hope this is useful to you.



hi i am student of Mba (HR) planning to do project on Training& development in Banking& financial sector. can You please suggest me how can i go by it.. regards shikha
There are number of projects , you can do.
You can either
-pick one bank and do a complete job
which could include
*what is the current practices
*how needs analysis is carried
*what / how the need analysis is handles
*what/ how the training is conducted
*how the training is evaluated
etc etc
-you can survey , say, 3/4 banks on one particular area
which might just be

hi leo
thanx a lot for replying.
yes u r rit i have decideed to do the need analysis for 1 bank only.i can probably take the three levels like junior middle n senior level and then concentrate on each level accordingly and see why the need arises, what training they give n the evaluation part of training for each level.
for this i need to make a questionnare. could you please help me in framing a questionnaire.


I have provided the following,

-an approach to TNA

-an training auditing with the training manager/department

-a suggested questions for managers

-an attachment [ TNA QUESTIONNAIRE]



================================================== =

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Training needs in any organization occur at three levels:


Occupational [departments like sales/production/administration /finance etc]


which clearly has resonance with the organizational, team and individual foci . The term ‘level’ suggests a hierarchy which in turn indicates relationships between hierarchical levels.

At the organizational level, TNA is pitched at the big picture, dealing with the overall performance and existence of the organization as an entity within its environment or market. TNA here aims to ensure that the organization is capable of meeting its obligations and following its corporate plan. With a mindset of survival in a competitive environment, an HR strategy would typically be developed to support the corporate plan, which itself would be produced to cover a particular time period.

The occupational level of needs analysis focuses on specific disciplines within organization, namely at the department level, to identify what skills shortages can be addressed through training and which areas require the recruitment of staff from without, in order to enable the departments to meet its obligations for the period. It would also address some of the environmental issues affecting performance, for example the equipments/software requirements

Then there is a third level which reveals the needs of the individual. Variances between actual performance and planned performance at this level are commonly manifested as skills gaps, where the knowledge of the individual does not satisfy the requirement of the role. In order to obtain that knowledge, attendance on a formal training course might provide the desired solution.

TNA method employed

Consultation with individuals in key roles


Focus Groups


Steering Groups



Role competency frameworks

Performance indicators

Psychometric tests

External benchmarks

360° feedback

A comprehensive Training/learning Strategy should address the following areas:


• What are the aims and objectives of the organization?

• Do you have a policy for dissemination of the organizational vision and objectives?

• Would all employees be able to describe the objectives of the organization if asked?

• What opportunity is there for the HR Department to contribute to the development of organizational objectives?

• What are the aims and objectives of the Human Resource strategy?

• Are the aims and objectives measurable?

• Is there a clearly specified description of the organization’s training/ learning strategy?

• Is the learning and development strategy linked to the Business Strategy?

• Does your organization anticipate internal developments and have learning strategies in place to respond to these?

• Does you organization anticipate external developments and have learning strategies in place to respond to these?

• Do employees know what their entitlements are regarding training and development?

• Is a return on investment analysis carried out on learning activities?

================================================== ===

Identification of Occupational Training /Learning Needs


The identification of training / 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 focussed more directly on those whose who have a specific need.

• 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? • 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 ‘licence to practice’ required for the occupational area? [like heavy equipment use/electricians etc]

• 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?

================================================== ===============

Individual Learning Needs Analysis Checklist

Review the performance of those individuals for whom there is responsibility. Below are a number of areas which need to be considered and which may provide insights into areas of learning needs:

• 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?

• 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?

• 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?

Organizational Danger Signals


Signs that an organization is facing difficulty are not always apparent and this is especially true for those who are working within the organization and are too close to the problem.

These danger signals include the following:

• increased customer complaints

• a rise in workplace accidents

• higher absenteeism

• lower sales

• increased scrap rates / reworking

• lower performance than competitors

• low plant utilisation

• 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







================================================== =

The Training Audit checklist ‑ based on

the Training System


Environmental interference

1] Do you regularly 'scan' the external environment of your organization?

2] Are you familiar with the main trends within your environment?

3] Have you conducted a 'PEST' (political, economic, social and technological scan of the external environment) type of analysis?

4]Are there any training implications from 'PEST'?

5]What are your industry 'norms' on training? e.g. number of apprentices etc.

6] Are there any urgent priorities emanating from your environment? e.g. quality standards/BS 5750 etc.

7] Will proposed organizational changes impact on your environment?

8]Do you have a corporate plan and a human resource plan?

9] Are the training plan/priorities related to business/organizational need?

10] How do the corporate plan/HR plan impact on training priorities? e.g. product launch etc.

11] Is there a people problem?

12] Is there a task or performance problem?

13]Is it training? Have you looked at alternatives? e.g. money, selection etc.

14]Have you conducted a needs analysis?

15] Is the analysis pitched at the right level of 'intervention'? (i.e. department, individual, etc.)

16]What techniques are you using to analyse the need? Are they consistent with the level of intervention?

17] Is the method: (a) acceptable to potential trainees? (b) sound?

18]Have you drawn up a plan of campaign with priorities?

19]Can you cost the training?

20 ]Outline the benefits that you expect.

21] Can you cost these benefits?


1] Have you got commitment from the top?

2] If not what strategy are you adopting? e.g. sales, politics, etc.

3] Do you have an adequate budget?

4] Is there a training plan, policy or guideline?

5] Who does what?

6]What is your training role?

7] Are you clear about the role?

8] Have you been trained in this role?

9] Have you read the relevant section of this book on your role?

10] Have you determined the learners' styles?

11] Have you adapted the event/programmc to these styles?

12 ] Have you considered the background of the 'audience'? e.g. age, maturity, experience, prior knowledge, etc.

13] What is their level of past training?

14] Are the trainers competent at presentation and delivery?

15] Have the trainers (line and staff) considered their own approach to learning and styles of learning?

16] Where does their real competence/experience lie?

17] Are they facilitators, or lecturers?

18] Are the main learning characteristics known?

19] Are these characteristics accepted by trainees and 'tutors'?

20] Are these characteristics in‑built to the design of the event?

21 ] Can they be used for evaluation purposes?


1] Does the design relate to the needs?

2] Are there specific objectives? If not, create them.

3] Can you classify your objectives into behavioural terms?

4] Can you quantify them?

5] What methods are you using?

6] Do you relate design to level/degree of student/trainee participation?

7] Is practice critical?

8] Is knowledge and understanding foremost?

9] Can you classify your design activity into learning characteristics/ principles'?

10] Are the overall objectives feasible?

11] Is the design method related to need?

12] Have you used a systematic procedure/process of training?


1]How does the implementation plan relate to organizational/departmental priority(ies)?

2] Have you policy statements that can act as key guidelines?

3] Do you have a dynamic plan covering the who, why, where, etc. of training?

4 ] Have you met both internal and external pressures/needs?

5] Can you mobilize the promised resources (physical, financial and personnel)?

6] Do you have experienced line and staff trainers?

7] Do you need external assistance?

8 ] What tasks can best be handled on the job?

9] Do you have coherent implementation programmes for both on and offthe‑job training?

10] What are the key priorities for the next 12 months that have to be met?


1] Do you have 'feedback loops' in built in the whole training system?

2] Do you conduct validation?

3] Can your clear behavioural objectives be measured?

4] Have you qualitative measures to gauge trainees' reactions?

5] What criteria did you use?

6] Have you attempted a cost/benefit analysis?

7] Have you used this checklist to help you audit your training 'in its own terms'?

================================================== =


Training‑needs interview questions and the kinds of information

each is designed to obtain.

1. How do you visualize your job as a manager? What do you see as your principal roles?

[a) How broad is this individual's concept of management? b) Which aspects of managing does she or he emphasize? Which aspects does he or she fail to see?]


2. What are your main responsibilities? What major objectives are you expected to accomplish during the next year?

[a) How clearly does this individual understand his or her role within the organization? Are his or her responsibilities clear? b) Does this individual have well‑thought‑out objectives?]


3. What strategies and plans do you have for accomplishing your objectives?

[ a) Does this individual have a strategy? a plan? b) Is this plan balanced? That is, does she or he consider people, technology, and organizational structure? or ignore one or more of these aspects? c) How creative are these strategies and plans?]


4. Why are you pursuing the particular objectives mentioned earlier? How do these objectives fit in with those of the larger organizational unit of which you are a part?

[a) Are the organization's objectives well thought out and consistent? b) How well are objectives and strategies communicated throughout the organization? c) Does this individual see how his or her objectives fit into the overall pattern of things?]


S. What are the principal objectives of your boss and what strategies and plans is she or he following to reach them?

[a) Does the boss have objectives and plans? b) Does this individual identify with them? Does he or she have a part in them? c) How well have they been communicated? How well have they been accepted?]


6. What are the strengths and weaknesses of your people?

[a) Does this individual emphasize strengths or weaknesses? b) What seem to be her or his overall assumptions about others? Does this individual ascribe to Theory X or Theory Yc)Do his or her people display initiative? What does this say about thisindividual as a manager?

d)Does this individual seem to be utilizing his or her people to their full



7. What do your people want out of their jobs?

[a) What are his or her assumptions about people?

b) Does this individual know and understand her or his people?]


8. How motivated are your people, and what do you think accounts for this?

[a) How well does this individual understand his or her people?

b) What is their motivation level, and does he or she think about it?]


9. How well‑disciplined are your people?

[a) Are there discipline problems? b) Are there attitude problems?]


10. How do you go about maintaining or increasing your people's level of motiva­

tion to do their work?

[a) What are her or his beliefs about motivation and human behavior?

b) What kind of boss is she or he? lax, harsh and driving, or a developer?]


11. What differences of opinion exist within your unit and how are they resolved?

[a) Is there conflict and how strong is it?

b) Is conflict suppressed? Are differences of opinion resolved openly?]


12. What complaints have your people brought to your attention and how did you

handle them?

[a) Are people open with their feelings?

b) Does the boss permit dissent?

c) Are there organizational structure problems?]


13. How motivated would you say you are at work? What changes, in your opin­

ion, would help cause your level of motivation to rise?

[a) Is this person satisfied with his or her work?

b) What elements are missing that would really turn him or her on?]

14. How would you characterize the communications between you and higher levels of management? between you and your peers? between you and your subordinates?

[ a) Where could communications improve and what is causing them to be less than they could be? b) Does the manager think he or she is an excellent communicator? What do her or his people think?]


15. To what extent does your boss delegate responsibility and authority to you?

Should she or he delegate more or less?

[a) Is the delegation appropriate?

b) Are people being utilized to their capacity?]


16. What could you delegate to your people?

[a) What are the strengths and weaknesses of this boss's people?

b) What is this individual's perception of their abilities?]


17. What are you doing to develop the knowledge, skills and abilities of your people?

[a) Is this individual developing her or his people? b) How good is the unit's performance appraisal system? the unit's training system? c) Are people being developed?]


18. What major challenges or problems have you faced during the last six to eight months and how did you handle them?

[a) What kinds of things does he or she see as problems? b) How good of a problem analyzer and problem solver is this individual? c) How creative were his or her solutions? d) What do the solutions suggest about his or her value system? attitudes? breadth of knowledge?]


19. If your people could improve in three to five ways what would you suggest?

a) Do this individual's development plans for subordinates jibe with these weaknesses?


20. If your boss could improve in three to five ways what would you suggest?

a) What type of training could help here?


21. If you were in your boss's shoes how would you handle things differently?

a) What does this suggest insofar as training needs of the boss?


22. Tell about a major change that occurred here during the past year and how it was handled.

[a) How skillfully are changes handled? b) What does this tell about management's knowledge and skills and attitudes?]


23. How do you know if your unit is doing the kind of job it should?

[a) What kinds of controls exist? b) Does the manager relate what he or she does with the firm's profitability or overall success?]

24. What do you see as your principal developmental needs?

a) In which ways does the interviewee think he or she needs to improve?


The key to extracting useful insights from interview answers rests upon the interpretation of their significance. A question interviewers should keep asking themselves as they progress through the interview is, 'What is the significance of the answers I hear?" Frequently, people will conceal their true feelings and opinions. Yet, in many other cases, these feelings and opinions are not held back. Sometimes true feelings and opinions may be only somewhat concealed, yet they are visible to the alert and perceptive interviewer. Interview data should be analyzed with respect to the framework of knowledge, skills, and personal characteristics.




Attached Files
File Type: doc training_needs_analysis_and_skills_audit_word_2000_110.doc (113.5 KB, 9797 views)

hi leo
thanx a lot for the imformation u have provided.it really helped me. 90% of my work is done becuse of your sincere effort. now i will fram a questionnaire in the format i want n then mail you. do take a look of it.could you please give me your email id. i am really thankful to you.
keep up the good work

Dear sir, Thanks for sharing I would request you to delver the input regarding the Training manhours calculations and other statistical formulas involving in T & D regards murali

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