Dear All Can any body give brief introduction of TNA (Training Need Assessment) & its methods. Regards, Tahir
From Pakistan, Sialkot
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2From Pakistan, Sialkot
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Hi Tahir,
Training Need Assessment or Identification is basically a process to understand what kinds of training are required by the employees in different departments within an organization. Since training aims at increasing the knowledge of the employees and their development so that they can contribute towards organizational goals, one way to identify training needs is to understand organizational and departmental goals.
There are many ways to conduct Training Need Analysis:
1. Understanding organizational and department goals can help in determining what kind of training is required in the organization.
2. It can also be done through competency mapping, where core competencies or skills required by employees in each department are identified.
3. Training needs can also be identified through performance appraisals.
I hope this information will be useful to you. If you need a more detailed explanation, please feel free to ask.
From India, Pune
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Training Need Assessment or Identification is basically a process to understand what kinds of training are required by the employees in different departments within an organization. Since training aims at increasing the knowledge of the employees and their development so that they can contribute towards organizational goals, one way to identify training needs is to understand organizational and departmental goals.
There are many ways to conduct Training Need Analysis:
1. Understanding organizational and department goals can help in determining what kind of training is required in the organization.
2. It can also be done through competency mapping, where core competencies or skills required by employees in each department are identified.
3. Training needs can also be identified through performance appraisals.
I hope this information will be useful to you. If you need a more detailed explanation, please feel free to ask.
From India, Pune
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Hi,
The various methods of training are:
1) Cognitive method
2) Behavioural method
3) Management development method
1) Cognitive method consists of lectures, discussions (one-way discussions), demonstrations, and computer-based training.
2) Behavioural method includes case studies, role plays, games, simulations, and behavior modeling.
3) Management development method involves on-the-job training, coaching, and mentoring.
Basic needs assessment training methods are:
1. Direct observation
2. Questionnaires
3. Interviews
4. Tests
5. Focus groups
6. Records and report studies
I hope this information helps you.
From India, Bharat
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The various methods of training are:
1) Cognitive method
2) Behavioural method
3) Management development method
1) Cognitive method consists of lectures, discussions (one-way discussions), demonstrations, and computer-based training.
2) Behavioural method includes case studies, role plays, games, simulations, and behavior modeling.
3) Management development method involves on-the-job training, coaching, and mentoring.
Basic needs assessment training methods are:
1. Direct observation
2. Questionnaires
3. Interviews
4. Tests
5. Focus groups
6. Records and report studies
I hope this information helps you.
From India, Bharat
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In a business, Human Resource is one of the disciplines that drives business competitiveness. To achieve this, training is very important. Competent employees will not remain competent forever. Their skills can deteriorate; technology may make their skills obsolete; the organization may move into new areas, changing the types of jobs that exist and the skills necessary to do them. This reality has not been overlooked by management.
In order to train the employees, training needs analysis is a must to enable them to provide quality services to customers both inside and outside.
In order to assess the training needs, it is necessary to derive the job contents and job descriptions for each category and cadre in respect of employees working in all the departments.
Phase 1: Organizational Support:
Activities: Establishing liaison teams and work groups that help facilitate the process becomes a necessary part of the needs assessment by consultants.
Duration: 3 days at each department
Phase 2: Organizational Analysis:
Activities: Following the establishment of organizational analysis, which begins with an examination of the short and long-term goals of the organization, as well as the trends that are likely to affect these goals.
Duration: 3 days at each department
Phase 3: Requirements Analysis:
Activities: While organizational support and organizational analysis issues are being examined, information for a requirements analysis should also be collected. The analyst focuses on questions such as what jobs are being examined, who has information about the jobs, and what types of systems, such as job observations, interviews, and surveys, are going to be used to collect information. The analyst even has to ask very basic questions such as what is the target job. It would not be unusual for important job components to change even if the job is performed in different geographical regions of the same state. The job could differ if it is performed during the winter, summer, day, or night.
Duration: 20 working days
Phase 4: Task and Knowledge, Skill, and Ability Analysis
Activities: The next part of the needs assessment program is a careful analysis of the job to be performed by the trainees upon completion of the training program. Often this process begins with specifying the tasks required on the job. Then the tasks are used to determine what skills, knowledge, and attitudes (KSAs) are required to perform those tasks on the job.
For example, a brief description of a bus reservations clerk's job might indicate that the clerk makes and confirms reservations, determines seat availability, and so on. The analyst often asks questions such as which KSAs are most critical to job performance or which should be learned before coming to the job, which in training, or which are not learned until actually on the job.
Duration: 20 working days
Phase 5: Person Analysis:
Activities: Here the emphasis is not on determining which tasks or KSAs are necessary but on assessing how well the employee performs the KSAs required by the job. To perform person analysis, deriving measures of job performance known as criteria becomes necessary. A very important aspect of person analysis is to determine which necessary KSAs have already been learned by the prospective trainees so that precious training time is not wasted repeating what has already been acquired. For employees already on the job, a critical aspect becomes determining the current knowledge and skill level and comparing this to standards for performing the job.
Duration: 20 working days
Phase 6: Deriving Instructional Objectives
Activities: Another way of looking at instructional objectives is to ask what, given a particular task, are the effective behaviors that will tell you that the task is being performed correctly?
Well-written instructional objectives, which are based on tasks and KSAs, specify what the trainee can accomplish when successfully completing the instructional program.
Phase 7: Summary - with detailed need assessment
Activities: Review, discussion, re-orientation, and submission.
Duration: 10 working days
After conducting a training needs analysis, we can categorize skills into three categories: technical, interpersonal, and problem-solving. Most training activities seek to modify one or more of these skills.
Technical: Most training is directed at upgrading and improving an employee's technical skills.
Interpersonal: Almost all employees belong to a work unit. To some degree, their work performance depends on their ability to effectively interact with their co-workers and their boss. Some employees have excellent interpersonal skills, while others require training to improve theirs.
Problem Solving: Managers, as well as many employees who perform non-routine tasks, have to solve problems on their job. When people require these skills but are deficient, they can participate in problem-solving training.
Training methods: Most training takes place on the job, attributed to the simplicity of such methods and their usually lower cost. However, on-the-job training can disrupt the workplace and result in an increase in errors as learning proceeds. Some skill training is too complex to learn on the job, requiring it to take place outside the work setting.
On-the-Job Training:
Popular on-the-job training methods include job rotation and understudy assignments. Job rotation involves lateral transfers that enable employees to work at different jobs. Both job rotation and understudy assignments apply to the learning of technical skills. Interpersonal and problem-solving skills are acquired more effectively by training that takes place off the job.
Off-the-Job Training:
There are several off-the-job training methods that managers may want to make available to employees. The more popular methods include classroom lectures, films, and simulation exercises. Classroom lectures are well-suited for conveying specific information and developing technical and problem-solving skills. Films can also be used to demonstrate technical skills. Interpersonal and problem-solving skills are best learned through simulation exercises, with complex computer models being another form of simulation exercise.
Training and development can sustain or increase employees' current productivity while preparing them for a changing world.
In conclusion, for employees to remain productive, career development and training programs need to be available to support employees' task and emotional needs at each stage.
From India, Delhi
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In order to train the employees, training needs analysis is a must to enable them to provide quality services to customers both inside and outside.
In order to assess the training needs, it is necessary to derive the job contents and job descriptions for each category and cadre in respect of employees working in all the departments.
Phase 1: Organizational Support:
Activities: Establishing liaison teams and work groups that help facilitate the process becomes a necessary part of the needs assessment by consultants.
Duration: 3 days at each department
Phase 2: Organizational Analysis:
Activities: Following the establishment of organizational analysis, which begins with an examination of the short and long-term goals of the organization, as well as the trends that are likely to affect these goals.
Duration: 3 days at each department
Phase 3: Requirements Analysis:
Activities: While organizational support and organizational analysis issues are being examined, information for a requirements analysis should also be collected. The analyst focuses on questions such as what jobs are being examined, who has information about the jobs, and what types of systems, such as job observations, interviews, and surveys, are going to be used to collect information. The analyst even has to ask very basic questions such as what is the target job. It would not be unusual for important job components to change even if the job is performed in different geographical regions of the same state. The job could differ if it is performed during the winter, summer, day, or night.
Duration: 20 working days
Phase 4: Task and Knowledge, Skill, and Ability Analysis
Activities: The next part of the needs assessment program is a careful analysis of the job to be performed by the trainees upon completion of the training program. Often this process begins with specifying the tasks required on the job. Then the tasks are used to determine what skills, knowledge, and attitudes (KSAs) are required to perform those tasks on the job.
For example, a brief description of a bus reservations clerk's job might indicate that the clerk makes and confirms reservations, determines seat availability, and so on. The analyst often asks questions such as which KSAs are most critical to job performance or which should be learned before coming to the job, which in training, or which are not learned until actually on the job.
Duration: 20 working days
Phase 5: Person Analysis:
Activities: Here the emphasis is not on determining which tasks or KSAs are necessary but on assessing how well the employee performs the KSAs required by the job. To perform person analysis, deriving measures of job performance known as criteria becomes necessary. A very important aspect of person analysis is to determine which necessary KSAs have already been learned by the prospective trainees so that precious training time is not wasted repeating what has already been acquired. For employees already on the job, a critical aspect becomes determining the current knowledge and skill level and comparing this to standards for performing the job.
Duration: 20 working days
Phase 6: Deriving Instructional Objectives
Activities: Another way of looking at instructional objectives is to ask what, given a particular task, are the effective behaviors that will tell you that the task is being performed correctly?
Well-written instructional objectives, which are based on tasks and KSAs, specify what the trainee can accomplish when successfully completing the instructional program.
Phase 7: Summary - with detailed need assessment
Activities: Review, discussion, re-orientation, and submission.
Duration: 10 working days
After conducting a training needs analysis, we can categorize skills into three categories: technical, interpersonal, and problem-solving. Most training activities seek to modify one or more of these skills.
Technical: Most training is directed at upgrading and improving an employee's technical skills.
Interpersonal: Almost all employees belong to a work unit. To some degree, their work performance depends on their ability to effectively interact with their co-workers and their boss. Some employees have excellent interpersonal skills, while others require training to improve theirs.
Problem Solving: Managers, as well as many employees who perform non-routine tasks, have to solve problems on their job. When people require these skills but are deficient, they can participate in problem-solving training.
Training methods: Most training takes place on the job, attributed to the simplicity of such methods and their usually lower cost. However, on-the-job training can disrupt the workplace and result in an increase in errors as learning proceeds. Some skill training is too complex to learn on the job, requiring it to take place outside the work setting.
On-the-Job Training:
Popular on-the-job training methods include job rotation and understudy assignments. Job rotation involves lateral transfers that enable employees to work at different jobs. Both job rotation and understudy assignments apply to the learning of technical skills. Interpersonal and problem-solving skills are acquired more effectively by training that takes place off the job.
Off-the-Job Training:
There are several off-the-job training methods that managers may want to make available to employees. The more popular methods include classroom lectures, films, and simulation exercises. Classroom lectures are well-suited for conveying specific information and developing technical and problem-solving skills. Films can also be used to demonstrate technical skills. Interpersonal and problem-solving skills are best learned through simulation exercises, with complex computer models being another form of simulation exercise.
Training and development can sustain or increase employees' current productivity while preparing them for a changing world.
In conclusion, for employees to remain productive, career development and training programs need to be available to support employees' task and emotional needs at each stage.
From India, Delhi
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Training Assessment Worksheet.doc