UNIT 1

Training and Analysis of Training Needs:

Introduction, Role and Relevance, Definition of Training, difference between Training and Development, Training and HRD,
Scope of Training, Objectives of Training, How Training Benefits the Organization Beneficiaries of Training, Problems of
Training, Future Trends in Training, Role and Responsibility of Training, Organizational Support for Training Needs
assessment, Methods and Techniques of Training Needs Assessment, Methods through which Training Needs are identified,
Why Conducting Training Need Analysis? Training Need Assessment Process, Approaches of TNA

INTRODUCTION

All of us would acknowledge the importance of studying a given problem before finding solutions to it. We
applaud the value of analysis prior to action in a situation that warrants action. Irrespective of the sphere of
operation – be it an educational institution, a cooperation, a government office, or a social service agency — in
the context of training, that initial pursuit of information about the situation is often called needs assessment.
But what needs assessment? How should a trainer think about needs assessment in order to plan and execute a
useful one? Why should we do these assessments? What are the questions asked? What are the sources
contacted? What tools/methods should we use? These are some of the questions that we need to address
ourselves to, before we actually conduct a training programme. In this unit, we shall discuss some of these
issues and aim to relate them to the context of distance education.
Training means the process of increasing the knowledge and skills of an employee for doing a particular job.It
seeks to improve the job performance and work behavior of those trained.After an employee is selected, placed,
and introduced to an organization, he must be provided with training facilities to perform his job efficiently and
effectively.Training is an activity leading to skilled behavior, teaching employees the basic skills they need to
perform their jobs. The heart of a continuous effort designed to improve employee competency and
organizational performance.Training is a continuous social process of increasing employees’ skills, knowledge,
attitudes, and efficiency for better organizational performance.

DEFINITION AND MEANING OF TRAINING

Training is increasing the knowledge and skills of an employee for performing the job assigned to him. Different
scholars of management have defined training. Some important definitions of training are as under.

According to Garry Dessler, “Training is the process of teaching new employees the basic skills they need to
perform their jobs.”

Jack Halloran states, “Training is the process of transmitting and receiving information related to problem-
solving.”

Edwin B. Flippo Said, “Training is the act of increasing the knowledge and skills of an employee for doing a
particular job.”

In the words of Dale S. Beach, “Training is the organized procedure by which people learn knowledge and
improve skill for a definite purpose.”

In the words of Michael J. Julius, “Training is a process by which the aptitudes, skills, and abilities of
employees performing specific jobs are increasing.”

According to Edwin B. Flippo, “Training is the act of increasing the knowledge and skill of an employee for
doing a particular job.”

Training simply provides the employee’s ability to perform a specific job. Thus, the art, knowledge, and skill
to accomplish a specific job in a specific way are called training. Training simply provides the employee’s
ability to perform a specific job. Thus, the art, knowledge, and skill to accomplish a specific job in a specific
way are called training. Training and development programs are needed at all levels of the organization to make
qualitative improvements in the employees’ work.

ROLE AND RELEVANCE OF TRAINING/HOW TRAINING BENEFITS THE ORGANIZATION

/ROLE AND RESPONSIBILITY OF TRAINING

Training plays a pivotal role in modern organizations, helping employees acquire new skills, improve
performance, and align their abilities with organizational goals. It is essential for organizational growth,
employee development, and adaptability in an ever-changing business environment.

1. Role of Training in Organizations:

a. Skill Development and Competency Building:

Training enhances employee skills and competencies, making them more efficient and effective in their roles.
Helps employees develop both technical skills (e.g., software usage, machine operation) and soft skills (e.g.,
communication, teamwork).

b. Performance Improvement:

Regular training ensures that employees stay updated on the latest industry practices, which helps to improve
individual and overall organizational performance. Through training, employees can learn new methods to
perform tasks more efficiently, thus enhancing productivity.

c. Alignment with Organizational Goals:

Training helps to align employee skills and behaviors with the organization’s strategic objectives. It ensures
that employees are capable of contributing effectively to achieving business goals and can adapt to changing
business needs.

d. Promoting Innovation and Adaptability:

In a rapidly changing business landscape, continuous training fosters innovation by introducing employees to
new technologies, processes, and ideas. Adaptability is enhanced as employees learn new skills that enable them
to handle evolving roles or shifts in market demands.

e. Motivation and Employee Engagement:

Training programs often boost employee motivation and job satisfaction as they feel valued and invested in by
the organization. Engaged employees tend to be more productive, committed, and loyal to the company,
reducing turnover rates.

f. Addressing Skill Gaps:

Training helps to close the skill gaps within an organization, ensuring employees are proficient in the required
skills to meet both current and future demands. It can also prepare employees for new roles or responsibilities
by equipping them with the necessary skills and knowledge.

g. Compliance and Risk Management:

Many industries require training to comply with legal or regulatory standards (e.g., health and safety, data
protection, industry-specific certifications). Training helps ensure that employees adhere to company policies
and standards, reducing operational risks.
2. Relevance of Training in today’s Business Environment:

a. Technological Advancements:

As technology evolves, businesses need to ensure their employees are up-to-date with the latest software,
machinery, or processes to stay competitive. Training in new technologies helps businesses remain agile and
responsive to industry shifts, such as the adoption of automation or AI.

b. Globalization:

With the rise of global business operations, companies need employees with an understanding of different
cultures, global markets, and international regulations. Training in cross-cultural communication, international
business etiquette, and foreign languages becomes increasingly important for companies operating globally.

c. Changing Workforce Demographics:

As the workforce becomes more diverse, with employees from different backgrounds, generations, and skill
levels, training helps bridge gaps in knowledge and experience. Diversity training is becoming more relevant to
create inclusive workplaces where all employees can thrive.

d. Talent Retention and Employee Development:

Providing opportunities for training and development helps companies retain top talent. Employees who feel
that their company invests in their growth are more likely to stay long-term. Career development programs
enhance employees' growth and prepare them for future leadership roles, helping companies build internal talent
pipelines.
e. Continuous Learning and Lifelong Learning Culture:

Modern workplaces require a commitment to continuous learning, where employees must constantly update
their skills to keep pace with industry changes. Fostering a culture of lifelong learning ensures that employees
remain competitive and adaptable, benefiting both their careers and the organization.

f. Employee Well-being and Job Satisfaction:

Well-designed training programs help reduce workplace stress by increasing employees’ confidence and
competence in their roles. Employees who feel adequately trained tend to experience higher job satisfaction and
lower burnout rates, contributing to overall workplace well-being.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development are frequently viewed as synonymous within organizations, as both contribute to
employee development. However, they fulfill distinct purposes, and understanding this distinction is crucial.

Training is focused on teaching individuals with specific skills that are relevant to their present job requirements.
In contrast, development focuses on fostering broader capabilities, helping individuals prepare for future roles
and responsibilities. By acknowledging this difference, organizations can design more targeted learning
experiences that address the unique needs of their workforce. This approach helps bridge skill gaps and supports
career growth more effectively.
IMPACT ON EMPLOYEE GROWTH

The difference between training and development is pivotal in shaping an employee's career trajectory. Training
focuses on equipping employees with the skills necessary to perform their current roles effectively, ensuring
they can execute their tasks with proficiency and confidence. In contrast, development is oriented towards
preparing employees for future opportunities, fostering their growth into higher-level positions within the
organization. This forward-looking approach encourages employees to expand their skill sets and take on new
challenges, ultimately benefiting both the individual and the organization.

DIFFERENCE BETWEEN TRAINING AND HRD

The main difference between training and human resource development (HRD) is that training focuses on
improving an employee's current job performance, while HRD focuses on an employee's long-term growth and
potential:

Training

Focuses on improving an employee's current job performance by teaching them specific skills and knowledge.
Training is usually short-term and task-oriented, and can include formal training courses, on-the-job training,
or coaching sessions.

HRD

Focuses on an employee's long-term growth and potential by helping them develop skills and knowledge that
go beyond their current job. HRD can include activities like job shadowing, mentoring, attending conferences,
or pursuing further education.

Other differences between training and HRD include:

Training objectives

Training objectives are the intended measurable outcomes that learners will achieve after completing a course.

HRD objectives

HRD objectives include improving employee productivity and performance, and providing opportunities for
career development.

Training programs

Training programs are usually conducted once a year, and are led by experts.

HRD programs

HRD programs are carried out continuously throughout the year, and are led by psychologists specializing in
this field.

SCOPE OF TRAINING

The scope of training refers to the breadth and variety of training initiatives within an organization,
encompassing the range of areas, levels, and purposes for which training is provided. Training is not limited to
skill development but also addresses a range of organizational needs, from employee onboarding to leadership
development and compliance.

Training is designed to enhance employees' knowledge, skills, and abilities (KSAs), and ensure they can perform
their roles effectively. The scope of training can vary depending on the organization's goals, industry, and
workforce. It typically covers:

● Employee Development
● Organizational Development
● Career Progression
● Compliance and Legal Requirements

OBJECTIVES OF TRAINING

Training programmes may be conducted to achieve the following objectives:

● To provide the necessary information to newly appointed employees so as to help them in getting
adjusted to the jobs assigned to them.
● To bring about improvement in the performance of work, so as to bridge the gap between existing level
and desired level of performance.
● To prepare employees for promotion to higher positions in the organisation.
● To improve job satisfaction of employees and thereby minimize labor turnover and absenteeism.

The manager’s main aim of formal education is to increase his ability to learn from experience. The second aim
is to increase his ability to help his subordinates to learn from experience. Three objectives of any training
program;

● Acquiring Intellectual Knowledge

● Acquiring Manual Skills
● Acquiring Problem Solving Skills

Acquiring Intellectual Knowledge

An electrical engineer may need more knowledge than he now possesses about circuit design. A new employee
may require knowledge about company policies. Knowledge acquisition is fairly straightforward, provided the
individual wants the new knowledge.

A supervisor may require information about the new provisions in the labor agreement. It can be made available
to him in several ways. However, if he does not want the knowledge, getting him to learn it is difficult. In
industry, attempts should be made to create a ‘felt need’ for new knowledge.

Acquiring Manual Skills

The acquisition of a manual skill requires practice or experience accompanied by feedback. Pure trial and error
method learning can be sped up by guidance, but the individual cannot learn unless he performs and receives
cues that tell him about the success of his efforts. The necessary effort will be expended only if there is a felt
need on the part of the learner.

Acquiring Problem Solving Skills

Much of the manager’s work is solving problems. These include organizing his and his subordinate’s activities,
planning, and a wide range of other decision-making activities.

These are diagnosing problems, interpreting relevant data, assessing alternative solutions, and getting feedback
on the solution’s effectiveness. These skills can be improved, and classroom education is one method utilized
for this purpose. As with any skill, practice and feedback are essential for learning. The case method is the most
widely used classroom method for improving problem-solving skills.

In the hands of a skillful teacher, it can be highly effective. It has been rightly said that man-to-man coaching
on the job constitutes 80% of all training. Besides being timely and related to the concrete day-to-day
experience, it has the special advantage of meeting the specific needs of each subordinate in a special situation.
BENEFICIARIES OF TRAINING

Training programs in organizations benefit a wide range of stakeholders, from individual employees to the entire
organization, and even extend to customers and society at large. The primary goal of training is to enhance
performance, skills, and knowledge, but its impact reaches far beyond those directly involved in the process.

1. Individual Employees:

a. Skill Development:

Training helps employees develop job-specific skills, technical knowledge, and soft skills. It allows individuals
to improve performance, handle job responsibilities better, and enhance career prospects.

b. Career Advancement:

Employees who undergo training are often better positioned for promotions and leadership roles. Training
provides a pathway for career growth, helping employees prepare for higher-level responsibilities.

c. Job Satisfaction and Motivation:

Training shows employees that the organization values their development, boosting their job satisfaction and
motivation. Employees who receive continuous learning opportunities are often more engaged and motivated
to contribute to the organization.

d. Adaptability and Innovation:

By learning new skills and concepts, employees become more adaptable to changes in technology, market
trends, and organizational shifts. Employees who are trained regularly are more likely to innovate and bring
fresh ideas to their roles.

e. Confidence and Self-Efficacy:

Training enhances employees’ confidence in performing their tasks, reducing workplace stress and errors. It
fosters a sense of self-efficacy, as employees feel more competent and capable in their roles.

2. The Organization:

a. Increased Productivity:

Well-trained employees are more efficient and productive, directly contributing to the overall performance of
the organization. Training reduces errors, improves work quality, and ensures tasks are completed more
effectively and efficiently.

b. Competitive Advantage:

Organizations with continuous training programs can remain competitive by upskilling their workforce to meet
changing industry demands. It allows companies to stay innovative, responding to market changes and emerging
technologies more effectively.

c. Enhanced Employee Retention:

Providing learning and development opportunities helps organizations retain top talent. Employees are more
likely to stay with companies that invest in their growth, reducing turnover and recruitment costs.

d. Better Leadership Pipeline:

Leadership and management training help build a pipeline of future leaders, ensuring the organization has
capable managers ready to step into leadership roles. This ensures succession planning and business continuity.

e. Improved Compliance and Risk Management:

Training ensures that employees follow regulatory requirements and internal policies, reducing the risk of
compliance violations. It also lowers the chances of accidents or operational errors by promoting safety
standards and best practices.

f. Organizational Culture and Morale:

Training supports the development of a positive organizational culture, where continuous learning is valued. It
fosters better teamwork, communication, and collaboration, improving overall employee morale.

3. Customers:

a. Improved Service Quality:

Trained employees are better able to meet customer expectations, providing higher-quality products and
services. Training in customer service skills leads to more positive interactions with customers, improving their
overall experience.

b. Increased Customer Satisfaction:

Well-trained employees can resolve issues faster, provide accurate information, and demonstrate
professionalism, which enhances customer satisfaction. Satisfied customers are more likely to remain loyal and
recommend the company to others.

c. Innovation and Product Development:

Employees trained in the latest technologies and trends are better positioned to create innovative products and
solutions that meet customer needs. Training supports the development of new products and services that offer
greater value to customers.

4. Management and Leadership:

a. Enhanced Decision-Making:

Managers who receive training in leadership, decision-making, and problem-solving can make better-informed
decisions that benefit the organization. Training helps managers understand and implement strategic objectives
more effectively.

b. Improved Leadership Skills:

Training prepares current and potential leaders to handle management challenges and develop a leadership style
that inspires and motivates their teams. Leadership training also addresses key areas such as conflict resolution,
communication, and delegation.

c. Higher Team Performance:

Trained managers can guide their teams more effectively, resulting in improved team performance and
collaboration. Leaders with proper training can also better assess team strengths and areas for improvement,
ensuring resources are used effectively.

d. Building Organizational Capacity:

Leadership training contributes to long-term organizational growth by preparing managers to take on greater
roles and responsibilities. It also ensures succession planning, reducing disruptions when leadership changes
occur.

5. Society and Community

a. Economic Development:

When employees are well-trained and more productive, organizations contribute to economic growth by being
more competitive, innovative, and profitable. A skilled workforce attracts more investment and can help a region
or country improve its economic standing.

b. Improved Social Outcomes:

Training programs that focus on ethics, diversity, and inclusion help foster more equitable and just workplaces,
which has a positive impact on society. Organizations that invest in social responsibility training promote ethical
behavior, benefitting society as a whole.

c. Community Engagement:

Organizations that train employees on corporate social responsibility (CSR) and community involvement
encourage greater engagement with local communities. Employees may also engage in volunteerism and
community development projects, supported by training in leadership and teamwork.

6. External Stakeholders
a. Shareholders and Investors:

A well-trained workforce leads to higher profits, better productivity, and innovation, which increases
shareholder value and ensures strong financial performance. Training in compliance and risk management also
reduces the chances of costly legal battles or regulatory fines, protecting investors’ interests.

b. Suppliers and Business Partners:

Training employees to work effectively with external stakeholders fosters better relationships with suppliers,
partners, and collaborators. This enhances business cooperation and can lead to mutually beneficial partnerships,
improving the overall value chain. The beneficiaries of training are not limited to the individual employee but
extend across the entire organization, from leadership to customers, and even beyond to the larger society.
Training creates a multiplier effect, where the benefits cascade down to improve productivity, innovation,
customer satisfaction, and overall organizational performance. It plays a critical role in shaping the workforce,
driving business success, and contributing to societal and economic development.

PROBLEMS OF TRAINING

Training is an essential component of employee development and organizational success. However, despite its
benefits, various challenges and problems can arise during the implementation of training programs. These
problems can affect the effectiveness of the training and reduce its overall impact on employees and the
organization.

1. Lack of Clear Objectives

Training programs often fail because they lack clearly defined goals and objectives. Without a clear
understanding of the skills or knowledge that need to be developed, training can become unfocused and
irrelevant.

2. Insufficient Needs Assessment

A proper Training Needs Assessment (TNA) is crucial for designing relevant training programs. When
organizations skip this step, they may deliver training that doesn't address the actual needs or skill gaps of
employees.

3. Inadequate Resources:

Training programs often require significant resources, such as time, money, and skilled trainers. If an
organization cannot allocate sufficient resources, the training program may be compromised in terms of content
quality, delivery methods, or training environment.

4. Poorly Designed Training Programs

Poorly designed training programs may not align with employee learning styles or the organization's objectives.
The content may be outdated, irrelevant, or not engaging enough to retain participants’ attention.
5. Lack of Managerial Support

Managers play a crucial role in encouraging employees to participate in training and apply what they’ve learned
on the job. Without adequate managerial support, employees may not feel motivated to attend or engage with
the training.

6. Resistance to Change

Employees may resist training programs due to a fear of change or discomfort with learning new skills. This
resistance can stem from uncertainty about the value of the training, a preference for old methods, or a lack of
trust in the training's effectiveness.

7. Training Fatigue

When employees are frequently exposed to training programs without a break, they can experience training
fatigue. Overloading employees with too many training sessions in a short period can lead to exhaustion,
disengagement, and reduced focus.

8. Limited Opportunities for Practice and Feedback

If a training program doesn’t provide enough opportunities for participants to practice new skills or receive
constructive feedback, the training may not be as effective as intended.

9. Ineffective Trainers or Facilitators

Trainers or facilitators who lack expertise, teaching skills, or the ability to engage participants can negatively
impact the effectiveness of the training. Poor communication or delivery methods can make the training
experience dull and uninspiring.
10. One-Size-Fits-All Approach

A common issue in training programs is the use of a one-size-fits-all approach, where all employees are given
the same training regardless of their experience, knowledge, or job role.

11. Poor Timing and Scheduling

If training programs are scheduled at inconvenient times, such as during peak work periods, employees may not
be able to focus on the content or may skip the training altogether.

12. Failure to Measure Training Effectiveness

Many organizations fail to properly evaluate the effectiveness of their training programs. Without assessing the
impact of training on employee performance, skill development, or business outcomes, it’s difficult to determine
whether the training was successful.

13. Lack of Post-Training Support

The learning process doesn’t end when the training program finishes. If there is no follow-up or support after
the training, employees may not have the guidance they need to apply their new skills on the job.

14. Low Motivation to Learn

Employees may lack intrinsic motivation to participate in training if they don’t see the relevance of the program
to their job or personal goals. A lack of engagement can also occur when the training environment or content
isn’t stimulating.

15. Cultural or Language Barriers

In global organizations, training programs may not account for cultural differences or language barriers.
Training content may not resonate with employees from different cultural backgrounds, and communication
issues may arise during the training process.

16. Budget Constraints

Training programs often require a significant investment in terms of budget, and organizations with limited
financial resources may struggle to offer high-quality training or comprehensive programs.

17. Outdated Content

If training content is not regularly updated to reflect the latest industry standards, technologies, or
methodologies, employees may be learning outdated information.

18. Lack of Customization for Diverse Learning Styles

Training programs that do not accommodate different learning styles (visual, auditory, kinesthetic) may not
effectively engage all participants.

FUTURE TRENDS IN TRAINING

Today’s workforce is competitive, goal-oriented and self-motivated. In order to attract and keep top talent,
organizations need to provide them with the resources and support they need to succeed. When employees have
ample opportunity to learn and advance their careers, they are less likely to want to leave. Leveraging the latest
research insights, organizations can continue to stay on top of the growing needs of their employees and develop
a corporate training and development strategy that helps everyone succeed. There are some of the top trends in
training and development which are as follows:

Personalized training paths

Not all employees will have come from the same backgrounds or learning environments as others. They also
likely have different ways of learning and respond to different types of incentives. Long gone are the days of
a one-size-fits all approach to training. Instead, the best organizations employ personalized training programs
that can be tailored to each employee’s specific learning needs and skills gap. While this approach is certainly
more complex, it will likely yield better results for both you and your employees.

Mentoring

Going hand-in-hand with personalized learning, mentoring can also be useful in the workplace. By pairing
experienced employees with newer team members through formal or informal programs, you can help reduce
turnover, enhance recruitment, and resolve opportunity gaps, particularly for women and people of color.
Experiential learning

This approach to training is simply learning by doing. Employees are presented with real-world situations that
actually apply to their job – and do their best to solve those hypothetical yet real-world scenarios. This type of
training allows for critical analysis as well as quick thinking. It also may be a better option for employees who
struggle with traditional book-and-exam style teaching.

Continuous development

Instead of one-off training sessions that take place once a year (or even fewer), there has also been a push for
the idea of continuous development, in which employees are continuously investing in their education in order
to become better-rounded at their job. With technology and other advancements happening so rapidly, the need
to keep up with their skills is also essential.

Power skills

Behavioral skills – otherwise known as power skills or soft skills – will also be a priority for companies to
address in 2022 and beyond. According to a recent IBM report, behavioral skills dominated the list of core
competencies that global executives are looking for from their employees – bypassing technical skills for the
first time.

Mobile learning

As smartphone usage continues to overtake desktop users, it may be wise to consider how to move employee
training and development to this mobile-first space. Using or creating a mobile app for training will allow
employees to access the material whenever they want on their phone. It can also lend itself to more engaging
and interactive learning experiences.

AI in Training and Development

Artificial Intelligence (AI) is rapidly transforming the landscape of training and development, offering innovative
ways to enhance learning experiences and streamline training processes. Here’s how AI is shaping the future of
corporate training:

Personalized Learning Experiences: AI enables the creation of highly personalized training programs that
adapt to individual learning styles and preferences. By analyzing data such as previous learning interactions and
performance metrics, AI can tailor content to meet each employee’s unique needs, ensuring more effective and
engaging learning experiences.

Predictive Analytics and Recommendations: AI systems can predict future learning needs and recommend
relevant training modules. This proactive approach helps in identifying skill gaps and addressing them timely,
thereby keeping the workforce skilled and up-to-date.

Intelligent Performance Assessment: AI-driven tools can provide more nuanced assessments of employee
performance by analyzing various aspects of their learning process, such as engagement levels, problem-solving
strategies, and knowledge retention. This leads to more accurate and insightful feedback, aiding in continuous
improvement.

Automated Content Creation and Curation: AI can assist in generating and curating training content, reducing
the time and effort required to keep training material current. It can also adapt existing content to different
formats, making it more accessible and diverse.

Virtual Mentors and Chatbots: AI-powered virtual mentors and chatbots can offer on-demand support and
guidance to learners, answering queries, providing explanations, and assisting with learning navigation. This
ensures continuous and uninterrupted learning, even outside formal training sessions.

OTHER TRENDS FOR 2024

Gamification: The integration of game design elements into training programs is expected to rise, making
learning more interactive and fun. Gamification techniques like leaderboards, point systems, and virtual rewards
can enhance engagement and motivation.

Augmented and Virtual Reality (AR/VR): AR and VR technologies are becoming more prevalent in training
environments, offering immersive and interactive learning experiences. They provide realistic simulations and
environments for practice, especially useful for technical and hands-on skills training.

Microlearning: With the increasing emphasis on continuous learning, microlearning – short, focused learning
segments – is gaining popularity. This format is ideal for busy professionals, allowing them to learn in bite-sized
chunks that are easier to digest and retain.

Social Learning: Learning through collaboration and social interaction will continue to grow. Platforms that
facilitate peer-to-peer learning, group discussions, and knowledge sharing are increasingly being integrated into
training strategies.

Remote Learning Technologies: As remote work persists, there will be a continued emphasis on technologies
that support distance learning. This includes cloud-based learning management systems (LMS), video
conferencing tools, and collaborative online workspaces.

ORGANIZATIONAL SUPPORT FOR TRAINING NEEDS ASSESSMENT

Training Needs Assessment (TNA) is a crucial process that identifies gaps in employee skills, knowledge, and
competencies, aligning them with organizational objectives. For a TNA to be successful, it requires strong
organizational support at various levels. The effectiveness of TNA largely depends on how the organization
facilitates, endorses, and contributes to the process. Below are key aspects of organizational support for TNA:

1. Top Management Support

Commitment from Leadership: The success of a TNA begins with strong support from senior management.
Leadership must recognize the value of training and development in achieving the organization’s strategic goals.
Resource Allocation: Top management must allocate the necessary resources (budget, personnel, time) to
conduct a comprehensive TNA. Without these resources, the process may be limited in scope or effectiveness.
Strategic Alignment: Leaders should ensure that the TNA aligns with the organization’s long-term goals and
objectives, ensuring that identified training needs contribute to overall organizational growth and performance.

2. HR Department's Role
Facilitating the TNA Process: The Human Resources (HR) department often takes the lead in conducting or
coordinating the TNA process. They help in defining the scope, gathering data, and analyzing the findings.
Expertise in Methodologies: HR professionals are key to implementing the right TNA methodologies (surveys,
interviews, focus groups). Their expertise ensures that the right questions are asked and that the data collected
is relevant and actionable.
Collaboration with Departments: HR collaborates with various departments to ensure that the TNA addresses
specific functional needs. This involves working closely with department heads, line managers, and employees
to gather comprehensive input.

3. Managerial Involvement
Identifying Needs at the Department Level: Managers play a crucial role in identifying training needs within
their teams. They are in the best position to observe skill gaps, performance issues, and areas that require
improvement.
Providing Data and Insights: Managers provide essential feedback on their team’s performance, skills gaps,
and challenges. This data is critical in designing a training program that is tailored to specific departmental
needs.
Follow-up and Support Post-TNA: Once the TNA is completed, managers need to actively support the
implementation of training programs and encourage employees to participate. Their involvement is key in
reinforcing the importance of training and applying learned skills.

4. Employee Participation
Feedback from Employees: Employees should be involved in the TNA process, as they can provide valuable
insights into the challenges they face and the areas in which they need further development. Surveys, interviews,
and focus groups can gather this input.
Engagement and Buy-In: Employees are more likely to engage with training programs if they feel that their
needs were considered in the TNA process. Participation ensures that training programs are relevant and
personalized, increasing motivation.
Continuous Feedback Loop: Post-training feedback from employees can help the organization improve future
TNAs and training programs by identifying what worked and what didn’t.

5. Cross-Departmental Collaboration
Holistic Approach to TNA: For a comprehensive TNA, input from various departments is essential.
Collaboration between departments helps ensure that training programs address organizational needs beyond
just individual functions.
Sharing of Resources and Best Practices: Departments can share resources, expertise, and training solutions
that may benefit the entire organization, enhancing the effectiveness of TNA.

6. Organizational Culture of Learning

Fostering a Learning Culture: A strong organizational culture that values continuous learning and
development will naturally support a thorough and effective TNA process. In such a culture, employees and
managers are more likely to actively participate in identifying training needs.
Encouraging Professional Development: Organizations that promote lifelong learning encourage employees
to take ownership of their development. This creates an environment where employees feel comfortable
expressing their training needs, leading to more accurate and useful TNA outcomes.

7. Clear Communication Channels

Effective Communication of TNA Goals: Organizational support for TNA involves clear communication of the
purpose and goals of the assessment to all stakeholders. This ensures that everyone understands why the
assessment is being conducted and what outcomes are expected.
Feedback Mechanisms: Open channels of communication enable continuous feedback throughout the TNA
process, allowing for adjustments and improvements as necessary.

8. Technological Support
Access to TNA Tools: Organizations must provide access to tools and technologies that facilitate data collection
and analysis during TNA. Learning management systems (LMS), survey tools, and data analytics platforms can
help streamline the process.
Tracking Training Impact: Post-training, organizations should leverage technology to track the impact of
training programs. This information is essential for refining future TNA processes.

9. Policy and Legal Considerations

Compliance with Legal Standards: Organizational support for TNA includes ensuring that the process complies
with industry standards, regulatory requirements, and labor laws. For instance, industries with mandatory
training (e.g., safety or compliance training) must ensure that TNA identifies these needs.
Training Policies: Organizations need clear policies regarding employee development and training to provide
structure for TNA. These policies guide decisions about which training needs to prioritize and how resources
are allocated.

10. Continuous Support and Follow-Up

Post-TNA Implementation: After the TNA is conducted and training programs are designed, organizations must
provide ongoing support to ensure that the training is successfully implemented. This includes allocating time
for employees to attend training and applying what they learned on the job.
Evaluation of Training Effectiveness: Organizations must also evaluate the effectiveness of training programs
after their implementation. This helps assess whether the training met the needs identified in the TNA and
whether it contributed to improved performance and skill development.

Organizational support is critical to the success of a Training Needs Assessment. From leadership buy-in to
employee participation, the involvement of various stakeholders ensures that the TNA process is thorough,
relevant, and aligned with the organization’s strategic objectives. By providing the necessary resources,
expertise, and commitment, organizations can conduct effective TNAs that lead to meaningful and impactful
training programs, ultimately enhancing employee performance and contributing to organizational growth.

METHODS OF CONDUCTING NEEDS ASSESSMENT /METHODS AND

TECHNIQUES OF TRAINING NEEDS ASSESSMENT/ METHODS THROUGH
WHICH TRAINING NEEDS ARE IDENTIFIED

In training contexts, we decide what the trainees ought to know; we teach/ train them how to perform a
particular task. They take the cues and use them. Still there are problems. Do you know why? The reasons
for offering a training programme vary. Sometimes, it is political, sometimes a personal priority and
sometimes a case of a real and pressing need. However, often training occurs because it always has
occurred earlier or because it is mandated by the authority. There might be specific performance
problems; then again, there might not be. Similarly, there might be new content or might not be. Once
we have successfully identified ‘optimal’ ‘actuals’ and ‘feelings’, it is of paramount necessity on our
part to determine the source of information that we need. Other questions should include

• Where is the source of information located?

• What are the constraints on getting the data?

• Who needs to know that you are involved with this innovation, problem, or priority setting? (Remember
that pre-training activity has the potential for extending the training function into every aspect of the
institution.)

• What is the impression that this effort will make?

• How do we reconcile competing interests and priorities?

• How do we market our department and conduct needs assessment simultaneously?

The other important step in needs analysis is to select appropriate tools to suit the kind of information
sought for:

Different purposes and sources require different tools/methods. The factor that separates effective from
ineffective tool-use is planning. Do we know why we are contacting the source? Is our purpose clear? Have we
established an agenda or an interview schedule to structure our time? Let us now discuss a few methods. But,
first we shall work out the exercise given.
Development Centers
Development centers in some countries function as service agencies to carry out needs assessment, on request
from a client, i.e., an organisation/ institution. They use a variety of assessment techniques to ensure the widest
possible coverage of skills and attributes. The method used usually is multidimensional in that the technique
includes individual group, oral, written and psychometric tests as well as personality and career interest
questionnaires. Development centers establish training and development needs for the individuals and the
institution based upon clearly defined criteria that transcend the performance of the individuals in their current
positions. Further, a development center designs assessments against clearly identified criteria for specific
groups within the institutions so as to effectively meet the requirements of an institution. (Establishment of
development centers within the organisation is an expensive affair and may sound too complex for a small
organisation). In distance education institutions, the centers for staff development and research are usually
assigned the above responsibility.

Human Resources Audit

This is simply to look at the number of employees within the institution and their location within its structure,
detailing their age and the number of years in their current post. Once the details are collected, we are to make
a comparison between the numbers of employees required for the future, usually for the next one to five years.
The analysis will identify the number of vacancies arising through retirement and natural wastage, potential
promotion opportunities etc. Used in conjunction with future plans, this exercise will help us identify where
there will be serious shortages of resources, potential problems, etc., leading to chalking out plans for training
and development which will meet future needs. This is an oft-practiced strategy. The process is fairly simple
and cost-effective because the sought after information is easily accessible. However, it is mostly presented in
academia because plans are often seen as “orders.” This can easily be overcome, if the top management interacts
with the resenting groups and impresses on the need for it.

Interview
Interview is the most commonly used method for needs assessment. This method requires, first of all,
identifying the persons to be interviewed to ascertain their training needs. Usually the interview method
is used with senior officials or employees who have unique roles within the institution and who also
have specific training and development needs unique to them. However, interviews with a cross-section
of the employees are essential to get a clear picture of the situation and the training needs.
There are two types of interviews, ‘structured’ and ‘unstructured’ or ‘open ended’. A structured
interview uses a number of prepared questions as opposed to the unstructured one, where the direction
of the discussion is not controlled rigidly. Through interviews, we can easily identify both ‘real’ and
‘perceived’ needs. This technique has drawbacks as well. For example, in an unstructured interview,
the outcome will depend upon the direction of the discussion, which may leave out areas of critical
importance. Contrastingly, in a structured interview, the outcome will depend upon the questions asked
of the individual, and some areas again may be missed. More importantly, the interview provides a
subjective view of the individual in areas discussed, which he/she may consider difficult, and it requires
the skill of the interviewer in probing those areas and eliciting relevant information.
One may conduct an interview scheduled either face-to-face or at a distance, say, for example, on the
telephone. But it strictly depends on the ‘purpose’ within the needs assessment process. Consider Table
1.1 just to get an idea about the ‘purpose’.
Table 1.1: Purposes of Interview and the Corresponding Media
Activities Media
1. To inform someone about the project Telephone
2. To gather in-depth information Face-to-face
3. To discuss difficult, complex, or controversial Face-to-face subject matter
4. To check out a point of two Telephone
5. To enlist support from a colleague Face-to-face
6. To look at content that must be illustrated Face-to-face
7. To save money Telephone
8. To form a working relationship Face-to-face
9. To periodically nature a working relationship Telephone
10. To get an “initial take” on something Telephone
11. To get information from many people Telephone
12. To get information from a few key individuals Face-to-face

To reiterate, the mode of interviewing largely depends on the purpose for which it is conducted.

Observation
We can use observation schedules to look at any job. It involves a trained observer observing an individual on-
job for a day or more over a period of time. Observers can either monitor the person for short, two or three hour
periods and then make notes or have a structured checklist in which they will make notes against agreed criteria.
This method can identify areas other than training needs, for example, inefficient working ways. This method
requires an observer who is trained in the method. Observation techniques help the observer see an individual
operating in his/her context and in a number of different work situations; if he/she is an academic manager, the
observer will see how he/she behaves in course-brief meetings; in dealing with counselors/course
writers/students etc., and in deciding work priorities. The drawback of this technique, however, is that anyone
observing another person is bound to influence the way they react. Therefore the observation has to be done
over a period of time. Further it is time consuming and can be seen as disruptive by the individual being
observed.

Observation schedule
It is a highly acclaimed front-end tool. But, some have reservations about this tool as well, for which the main
reason is the belief that observers alter employee performance. Thus, observation is a less effective tool for
gathering information about actuals, unless we are working incognito. (But then, it may be professionally
unethical). Observation is, however, a very effective tool for seeking optimal performance. If employees know
that you are observing, then their efforts will more closely approximate optimal performance. Observation-
schedules, more often than not, focus on behavioural processes and not on cognitive ones. After decades of a
behavioural orientation to education and training, professionals seem to be now interested more in what an
employee thinks about and knows that the work is being done. Very many times, interviews, not observations,
get at the kind of information. However, observation provides information about what is really happening at
work at two levels. The first level of observation seeks a broad gestalt. At this level, we get answers to questions
of the following type:

• What goes on?

• What are the major components of the job?
• What are the most frequently recurring challenges?
• In what order do things usually happen?
• What kind of information is shared?
• What kinds of references or tools are relied upon?

At the second level of observation, the trainer seeks such details as

• What separates effective performance from ineffective performance?

• What kinds of responses attract clients?
• Which ways work best?
• How are work areas arranged?
• Is there anything that coordinators of learning (study) centres are doing that appears to be influencing the quality
of performance? etc.

However, the above questions may be relevant where the performance is physical or related to psychomotor
skills. To get the information about the process of developing a self-instructional unit in print, for example, we
have to change techniques appropriately.

Performance Review/Appraisal
This method focuses on the outcomes of employee performance. Training professionals seek print-outs, records,
etc., to capture the details of what clients are doing from the results of their actions. We can examine records to
generate the details of performance. We shall elaborate on this point.
If an institution conducts performance reviews or an appraisal scheme, it compares the appraisal with the job-
specification to find out what is missing. In other words, the institution tries to identify the gap between what
should be done or what could be improved in job-performance. Alternatively, the performance review/appraisal
scheme may do this by comparing job performance against specific performance criteria/objectives, and may
include a section on training needs. The performance review/appraisal is detailed because it looks at the needs
of each individual. The analysis of the appraisal can provide useful inputs to the accuracy of information within
the job description and the appraisal system. That is, the method can be limited, if the future plans of the
institution are not communicated to all employees. For example, a departmental head may wish to expand and
develop his/her department based on the past record of performance but may not be aware that the top-
management plans to reorganise and the department is to be merged with another.

Questionnaire Survey
A survey is usually an anonymous device for soliciting opinions from a large number of respondents. If you
want the opinions of many, and/or statistical significance, surveys are an excellent tool. Surveys, because of the
potential for anonymity, are particular effective for gathering the information required. One can prepare/produce
questionnaires for part or whole of the institution. Sometimes, however, questions get misinterpreted and fail to
elicit the information required. Questionnaires are generally used to identify institutional or departmental needs
rather than individual needs. For administering questionnaires, institutions may use assistance form inside the
organisation or outside or both in the formulation of questions, rating process, coordination and analysis of the
results, etc. The use of questionnaires helps cover a large number of individuals. However, as in any research
context the number of responses can be very low. A response of 50% is workable, and time and effort have to
be invested in ensuring that individuals realise the importance of the questionnaire. For example, the respondent
should be convinced of the fact that the outcome of the responses shapes the training and development of the
institution. The two basic question-types are structured items and open-ended items. Structured choice items
are far better than open questions. A forced choice item will say “which one of the following” or “rank this list”
or “rate these according to …………” In this case, we provide respondents with a fixed set of options to which
they respond in a predetermined fashion.

Review of Plans
A review of the institution’s plans for the future gives valuable and necessary information in identifying
the training and development needs. It is this information that will enable the priority in training and
development to be established to meet future as well as current needs. The only reservation against the
technique is that it cannot point to an individual's needs and that it cannot identify specific problem areas.
Desk Research
Desk research is a review and analysis of external factors as well as internal. For example, assessing the level
of new employees in the institution will help design training programmes to meet their needs. It helps us identify
the availability of formal courses and obtain relevant information about them. Through desk research, we can
review the current training and development programmes and ascertain whether or not they are still relevant to
meeting the current and future needs. This can incorporate the techniques of human resources audit and the
review of plans. It helps an institution keep up-to-date with outside influences and developments. Though cost
effective and simple to do, like the review of plans, it is inadequate for identifying individual needs and so is
limited in its application. In other words, desk research cannot be used as a sole method for identifying training
needs because it is a process isolated from the people whose commitment and involvement is needed for the
training to be successful.
Group Discussion
A number of individuals within an institution may sit together to discuss specific issues. The individuals may
be a team within a department or a number of officers at the same level. The purpose of the discussion needs to
be clearly defined, i.e., to identify areas of concern or difficulty and areas of strengths and possible actions
needed to resolve these areas of concern and build on strengths, etc. The group may meet several times with the
assistance of a facilitator to guide and direct it. The facilitator may be a member of the group who has received
specific facilitation training for this purpose. Group discussion ensures commitment from the participants and
builds teamwork and recognition of others’ strengths and weaknesses as well as one’s own. It identifies a need
that, if met, can have an immediate impact on the success of the institution. Further, a group discussion helps
identify needs of individuals and group training and development needs. It places a heavy premium on the skill
of the facilitator to form, guide and stop the group once the tasks have been accomplished. It is also possible,
however, that the groups may talk but not resolve issues without some form of feedback from senior officers.
Sometimes, it is quite likely that the public nature of the forum may stifle honest discussion. The suitability of
the methods described here for our purposes will depend upon a number of factors such as the culture and size
of the organisation, the human resources available, the expertise they can bring to the implementation of such
methods, the level of training needs you wish to identify, (i.e., is it an organisational need or for a department
or individual?), the amount of time and money available, etc. We, however, recommended the use of a
combination of the above methods.

APPROACHES OF TNA
We can undertake the identification of training needs at several/different levels within an institution. We may
undertake needs identification at corporate, departmental, team or individual level (including both the job and
person). It can also be undertaken by specific groups such as directors/deans/ heads of departments/new
employees and so on. These are not mutually exclusive. Approaches to needs analysis, however, differ. For our
immediate purposes we may identify the following two:
i) Assessing the needs of all the staff to get a full picture of the institution.
It is based upon the principle that even employees who may already be competent could be improved further
and their strengths should be further strengthened. (This approach usually starts with the top management and
cascades through the institution. The Chief Executive (say, a Vice-Chancellor) defines his/her objectives and
provides mission statements from which senior officers (both academic and non academic) derive their
objectives. They in turn communicate their objectives to their team and team objectives get defined. In the
process, the training and development needs for each group and individual emerge. It might even be the other
way around.
ii) Identifying and investigating those areas within the institution which pose operational problems: This
approach can identify training needs which will have high priority for the institution. It can also identify areas
where problems and issues do not result in training needs but may require an alternative solution or approach.
(This approach is usually more short-term in application and deals with current problems whilst the former is
more strategic and development in character. However, identifying training needs, by exception, has the
advantage of making an immediate contribution to the organization ‘s success). Putting to use both the
approaches simultaneously will prove to be beneficial to any institution/ organisation.

REASONS FOR NEEDS ASSESSMENT (WHY CONDUCTING TRAINING NEED ANALYSIS?)

There are a few purposes of training needs assessment (TNA). When we conduct needs assessments, we are
seeking detailed information about factors which are responsible for the success or failure of an organisation in
achieving its goals and objectives. We shall consider some of them here.

• Optimal performance: It involves asking such questions as what is it that the exemplary performer knows
and does that exemplifies success? How should a course writer use a computer, for example? What is it that a
counselor must know about assignment evaluation? What is involved in producing self-instructional print,
audio/video packages? Similar questions must be asked about the performance of all other functionaries in the
system of distance education.

• Actual performance: It entails asking varying questions such as what does a course writer do that makes the
learning materials self instructional? What do the counselors already know about assignment evaluation? Why
does the management think there is a need for training? What are the employees doing or failing to do? For this
purpose, we usually would seek the help of records of employee performance, insider/outsider observations,
employee self-appraisal reports etc, and compare their actual performance with the optimal performance aimed
at in every functional area.

• Feelings: As trainers we would want to know how trainees feel about the topic for training; the significance
attached to the topic, and the level of confidence the trainers have in handling the topic, their human attributes
as trainers and the overall impact the training programmes have on the trainees. Of course, this is an evaluation
exercise, but it would inform us to redesign our training to meet the training needs more effectively in future.
TNA further helps us identify the causes of performance problems on the part of the trainers. One can attribute
various reasons for performance problems. We can categorize them as under:

i) Lack of skill or knowledge: Even if one wanted to perform better, one just couldn’t do it. For example, if
one lacks the knowledge essential to writing behavioral statements on performance appraisals or retrieving data
from the computer but attempts to impart training in those very areas, the outcome is easily predictable.

ii) The environment: It is possible that trainees may not have the tools, forms or work space necessary to
perform a task. The classic example is the computer that “keeps going down” or the purchase of a new but
inferior video editing board. In this situation, even the ablest trainer cannot perform well.

iii) Few or improper incentives: What are the consequences of doing the job badly or not doing it at all?
Perhaps the production of quality materials has been ignored in the past, or the failure to respond to student-
needs likewise has been ignored. Do hard workers get loaded down with additional work assignments?
Questions of these kinds would tell us about the training policy of an institution. If the institutional policies do
not spell out the rewards and punishments related to performance, however much you try to train the staff in
any area, the attitude of the staff towards their work will be one of indifference.

iv) The unmotivated employee: Traditionally we think employees are motivated by external circumstances
and by an inspiring environment. If the emotional and attitudinal domain of the employees are not positively
disposed towards the tasks they are asked to perform, then the motivation of the employees slides down and
eventually disappears. If the motivation of performers is to be sustained, they must first be convinced of the
purposefulness of their action. For example, you are training tutors or counselors through teleconferencing
which involves a lot of preparation at an enormous cost. During the performance you discover that there is no
audience at the receiving end. This is sufficient to demotivate you completely and convince you of the futility
of the act. Not even a master trainer can sustain his/her motivation in this situation.
IDENTIFICATION PROCESS (TRAINING NEED ASSESSMENT PROCESS)

A systematic analysis/identification of training needs involves three processes – (a) organizational/institutional

analysis, (b) role/job analysis and (c) individual analysis. Let us discuss these processes of training needs
analysis for our purposes.

Organizational/Institutional analysis
Organisational analysis is a process of studying, collecting information and analyzing the state of affairs of an
organisation/institution, its functioning in the light of its mission statements, performance of different categories
of personnel ranging from top management to bottom level employees and recording performance problems
associated with each job category. Evidently, this effort involves huge investments in terms of cost and time.
Precisely because of this reason, we should be very cautious in undertaking this process of needs analysis at the
organizational level. However, we should remember that any comprehensive analysis involves analyzing the
institution/organisation in its entirety. Usually this takes place when the institution concerned desires to prepare
a comprehensive training policy for the entire institution. It is, however, customary to identify certain problem
areas or individual units within the institution for training needs analysis. This mainly depends on the mindset
of ‘parts making the whole’. It is possible that it does work sometimes. But, identifying needs or particular units
or personnel in isolation may result in the problem of incompatibility: a tension between the ‘parts’ identified
and the institutional objectives/ mandates as a ‘whole’. So, we should keep in view the following aspects while
doing organizational analysis:

i) The effectiveness/scope of this level of analysis depends greatly on the degree of support it receives
from the organisational/institution.

ii) Different types of ‘training reviews’ require different authority, status and technical competence.

iii) A high order objectivity, analytical evaluation and interpersonal skills are necessary.
Before designing a training programme, it is essential on the part of a trainer (commissioned or in-house)
to develop an awareness and understanding about the institution’s mandates/objectives, policies, functions,
state of affairs of its operations, work systems and processes, etc. This helps the trainer

• identify the intended objectives and the actual functioning of the institution

• identify the reasons for the gap

• focus on those issues/problems which need training interventions.

An understanding about the working of an organisation/institution helps a trainer appreciate its strengths,
opportunities, weaknesses and threats. Further the trainer can come to grips with its development plans,
investment programmes, technological progress, products or services planned, workforce status and prospects,
etc. The knowledge of the present and the future scenarios serve as a base to identify the different types of
training needs and enables the trainer to suggest to the management a comprehensive training plan to meet the
immediate and the future requirements.

Organizational analysis, thus, is basically a process of studying and collecting information on the various
aspects related to an institution’s functioning with a view to finding out its training and development needs.

Normally, we can conduct this analysis using the methods of observation, discussion, and interview or by
referring to documented information. (We shall talk about these methods at a later stage in this unit). The
systematic conduct of organizational analysis is essential because the analysis should provide objective and
professional advice on human resources development. This should in turn provide the basis for the top
management to decide the nature and extent of the role of training in achieving the organizational objectives.
We have given below a few guidelines to such analysis:

i) detailing the objective, scope, terms of reference and duration of the analysis,

ii) obtaining the authority to access relevant information from files and documents on various personnel;

iii) soliciting the cooperation of colleagues/employees at different levels and clarifying the purpose of the
analysis (and in the process dispelling their suspicions, if any);

iv) giving advance intimation regarding the time of visits, etc.

v) collecting information regarding institutional objectives/policies and functions – mandated and actual;

vi) identifying external environments that ‘affect’ the functioning of the institution (including socio-
demographic features, economic profile, government policies, market forces, competitive conditions,
infrastructural facilities, etc.);

vii) assembling all the information collected, correlating one information with the other and interpreting it to
find performance problems at different levels;

viii)cross-checking the information data collected, if inconsistencies/ discrepancies are deducted;

ix) finalizing the analysis report indicating various training requirements in order of priority.

What is important in this process is to harmonize the training needs as perceived or felt by individuals with
 those of the institution. A judicious synthesis between the two is immensely beneficial for both the institutional
growth and individual’s career. We shall elaborate on this As institutional training needs analysis would reveal
various job positions requiring training intervention. We can select these job-related tasks and carry out a
training need analysis oriented to these specific tasks. Once we conduct this, we will more often than not come
across the level of performance of individuals. An institution – in our context a distance teaching agency –
employs various personnel to perform different tasks, based on their competence level in terms of knowledge,
skills and attitude. But, owing to reasons, which cannot be captured in a list, ranging from social to personal, an
individual’s competence may not fulfill the level of competence required to perform a task (you can easily think
of a content expert employed as professor/associate professor/assistant professor and the level of competence
required for translating their content expertise in terms of distance teaching materials, in the open learning
system). Clearly, the person needs training. But not any type of training would do. The kind of training to be
imparted should suit the needs of each and for this purpose we should go for an analysis of individuals’ needs.

You may notice that we have given you the idea of general to specific (organisational tasks and then individual)
types of training that need analysis. Some would like to start from ‘individual analysis’ and reach ‘organisational
analysis’ (specific to general). Either way is possible and one cannot categorically say which one is better. The
question of effectiveness depends on the context in which we operate. But what we should not forget is that we
need to analyze training needs at all the different levels of the organisation, job and person, assimilate them by
finding out their inter-relationships so as to help both the organisation and the individuals in their development
and growth.

Job analysis is an interactive method of identifying training needs: a new or an existing job is analyzed to produce
a job description, which is then evaluated. The gap between the job description and the knowledge and skills of
the current incumbent or the new employees becomes clear which helps design individual training programmes.
As is obvious, this method identifies the needs of the individual and the specific job, rather than institutional
needs. Further, the job description we arrive at may quickly be out of date.

At this stage, it is useful to think of the ‘need’ in terms of output rather than input. Usually, as mentioned earlier,
we express a need as a gap, weakness or lack of something. (For example, a course-writer needs to know about
the preparation of self-assessment questions or needs to appreciate the operation of other functional units in the
institution). To turn the need into an objective, we need to think of the end result, i.e., the output. (The date-entry
operator for example, can operate the computer with no more than 5% wastage – perhaps we can’t allow even
this percentage of wastage, however insignificant it may sound. Or the telephone operator can answer the
telephone calls within three rings and put it through to the correct person, to a performance level of 99%
accuracy). In essence, the training objectives should be specific, measurable, action oriented, relevant and time-
bound.

Training objectives, thus should address the following:

• Improving knowledge level

• Changing behavior and/or attitudes

• Specifying time-frames (what the participants will do during the training programme/at the end of the
programme and at their workplaces).

DETERMINING THE PRIORITY

Once we complete identification of training needs the next stage is to analyse the results so that we can
determine the priorities. Let us see some guidelines which will be of assistance to us in the analysis.If the
approach taken is the analysis of training and development needs for the total organisation, then, we should do
the following:

• Examine the organizational plan and draw out the general themes. For example, is the institution on its way
to expand by adding a few more faculties or developing new courses?

• Identify the training, which will support these themes and make a direct contribution to the success of the
institution. (That is, the institution could make a strategic decision to improve or focus on student service and
thus the need for student service training within the plan will appear as a high priority).

• Consider if there are needs which, if not met, will severely inhibit the attainment of the institution’s goals. For
example, a particular department (say a media production unit needs specific training in a technical area) which
if not met, will prevent the institution from developing a new multi-media product as quickly as it had planned.

If the level of needs analysis is a particular department, i.e., a team of individuals, the same process as the above
should be applied relating it to their objectives. If the approach, however, is to analyse by exception, there may
still be a number of needs identified and a limited amount of resources, the priorities still need to be defined. If
this is so, we should ask the question, which need when satisfied will make the greatest contribution to the
organization?

The analysis of training needs and the determination of their priority are vitally important to decide the value
of the training to the institution, and the data on which the training plan will be based. We should note that not
all needs are training needs, and sometimes the underperformance of a particular unit can be caused by the
organisational structure or methods of work. It is necessary to thoroughly investigate perceived training needs
to ensure that the actual needs are correctly identified. The consequences of wrongly identified needs are a
waste of money, time and effort on everyone’s behalf and frustration because the training may not meet the
need, nor make a contribution to the immediate and long term success of the institution.

In essence, needs analysis should provide information regarding:

• whether or not training is appropriate;

• what kind of training is favoured, for whom, and by whom;

• what other supporting interventions (like job aids, training of officers, expert systems, workstations redesign,
or incentives) will solve the problem, introduce the new system, or respond to the mandate;

• strategies for involving other related professionals in the effort;

• the content of courses, if training is judged appropriate; and

• how training and other interventions will be received by training providers, customers and others.