2.1 TRAINING NEEDS ANALYSIS All learning and training activities need to be based on an understanding of what needs to be done and why it needs to be done. The purpose of the L&T activities must be defned through identifcation of organizational, group and individual needs. 2.1.1Meaning of TNA It refers to the determination of the gap between what employees must do and what they actually can do. It deals with identifying the gap between current and epected results. !here there is a performance deviation it implies that the epected standard of performance must be "nown so as to identify the gap. NB: A training need eists when an employee lac"s the "nowledge or s"ills to perform an assigned tas" satisfactorily. A training need also eists when an actual condition di#ers from a desired condition in the human$people aspect of organizational performance. 2.1.2Te Ba!i! of TNA a% &rovides necessary information about participants i.e. target population of trainees e.g. age, education, gender, occupation, interests etc. this enables trainers to design relevant course. b% It identifes employee di'culties and performance problems. This enables trainer to match employee s"ills and "nowledge needs with organization needs ( what the organization wants them to "now. c% Training needs can assist in development of training modules or topics e.g. s"ills in customer care ( public relations, human relations, leadership, communication etc. d% It is the basis for provision of documentation and materials for training ( interviews and observations enable collection of organization charts, )ob descriptions, policy documents, samples of wor" schedules, references, samples etc. that can be useful in training. e% It provides information on attitudes towards training e.g. - *o employees$supervisors value training+ , - *o they believe they need to learn and change+ - *o they believe a need eists+ - Are they motivated+ f% Increases employee involvement and participation as it is motivated by the interest others show in them. - -reates interest and acceptance of the training. - -ontributes to its success. motivation to learn. - /ee the lin" between the training and their needs$ wor" situation. g% 0seful in establishing contacts with sub)ect specialists$ professionals. - /ub)ect specialists in other departments met during needs analysis can be invited as guest presenters during training. - Act as mentors in future for new employees 1informally%. h% 2stimation of training cost. - Importance of the training, the target population. - 2nables trainer to draw up a detailed programme and costs. i% /aves time, money and resources. - 2nables training to target real needs. - *i#erentiates a training need from a non3training need hence saving resources. - 4ocused not haphazard. )% &rovides a means of measuring training e#ectiveness. - 5enerates data useful in evaluating training. - As training is directed towards actual learning needs, it can be evaluated. "% It defnes the gap between employees6 performance, the training that they have and what training they should have. l% It identifes and satisfes development needs. m% It helps prepare people for etra responsibilities. n% It assists in increasing all round competence of employees. o% It helps in e7uipping people to deal with new wor" demands. p% It provides an opportunity for getting the best from people. 7% It has an impact on the services o#ered to customers. It identifes what the customers want. r% 8elps the management identify the needs of employees, team and organization. s% 8elps management plan for all areas in the organization. t% 8elps align training and development initiatives with the organizational goals and culture. u% It creates training solutions specifc to the organization. 9 2.1."Ting! #o A$oi% in TNA. a% Avoid large scale and epensive T:A. (This can be confusing and cause delay. ( It can also be irrelevant. 1;I//% ( "eep it short and simple. b% 0sing T:A as a means for delaying action on a problem or using T:A as a rubberstamp to )ustify and give respectability to something that has been decided already i.e. failure to identify clients purpose. c% 0sing training as a cover up for a non3training problem e.g. bad fnancial management due to corruption$stealing. NB: A trainer needs to be proactive rather than reactive. A proactive trainer< - /ees training as a service. - =onitors company procedures, policies, operations, changes etc. - ;eeps in touch with organizations past, current and future training needs. - >eads, subscribes to professional )ournals, libraries, updates or latest training methods etc. - =aintains contact with other departments. - :etwor"s with others. - 4orecasts future training needs. >eactive trainers< - >espond to events and training. - !ait for instructions. - *o not carry out continuous T:A. - Are formal and bureaucratic. - Are unprepared for changes. 2.1.&A'ea! fo' T'aining Nee%! Ana()!i! a* Co'+o'a#e i. This is the frst to be analyzed. ii. It is concerned with training and development designed to meet organizational ob)ectives iii. The process of identifying corporate needs will lead to identifcation of departmental needs. iv. It will also lead to identifcation of occupation needs. ? v. This is concerned with improvement of organizational performance, consolidating new core values and introduction of new products$ services and$or wor"ing practices. ,* De+a'#-en#a( i. This is the second part which will identify the team or functional needs which will be related to individual needs. ii. They should however be related to corporate needs. iii. =a)orly concerned with ensuring team spirit in the organization eg through team building. .* E-+(o)ee nee%! i. These are subordinate to all the other needs. ii. They must be related to departmental needs and corporate needs. iii. !ithin any group of employees doing the same wor", there will always be di#erences in individual needs for training. iv. Training should therefore be individual3oriented. 2.1./Te +'o.e!! of TNA T:A ta"es the following process< a* Con#e0# Ana()!i!: i. Involves analysis of the business and organizational training needs. ii. It loo"s at whether training is a solution to a business problem iii. It loo"s at the history of the organization with regard to training and other management interventions. ,* 1!e' Ana()!i! i. It considers the potential participants and instructors involved in the process. ii. It loo"s at the people who will be trained, their level of "nowledge, their preferred learning style and those who will train. .* 2o'3 Ana()!i! i. It involves analysis of the )ob and re7uirements for performing the wor". ii. It specifes the main duties of the )ob and the s"ill level re7uired. iii. It ma"es sure that the training is relevant to the content of the )ob. %* Con#en# Ana()!i! i. It considers the "nowledge or information used on the )ob. ii. The information comes from manuals, policies or regulations. @ iii. It is important as it ensures that the content of the training does not conAict with )ob re7uirements. iv. An eperienced employee can help in determining appropriate content. e* T'aining S4i#a,i(i#) Ana()!i! i. It analyses whether the training is the desired solution. ii. It loo"s at whether the training will be e#ective to employment problems. f* Co!#5Bene6# Ana()!i! i. It loo"s at the paybac" of the training. ii. If training is e#ective, it will result into a return of value to the organization than the initial investment to administer training. 2.1.7Me#o%! of I%en#if)ing TNA a* In#e'$ie8! i. 4ace to face or through telephone. ii. Bne can use structured or semi3structured 7uestionnaire to provide purpose and direction during the interview. iii. Cou can conduct interview at clients site ( to give you an initial Dfeel6 of the situation. iv. *uring interviews, be as informal as possible. v. The approach you use can be eploratory. vi. *uring the interview as" probing 7uestions. vii.2stablish the political dimensions ( interested parties etc. viii. Identify hidden agendas and epectations i.e. tears, concerns, politics etc. i. *eadlines and timelines. . Target population for training. i. Li"ely costs per participant. Advantages i. &ossible to gather specifc information from specialists. ii. :on3verbal messages can be read. iii. Euilds rapport. Disadvantages i. Ta"es time and it6s epensive. ii. A#ected by interviewers bias. iii. :on3suitable for a large number of people. F ,* Fo.4! g'o4+! i. This elicits scientifc, social, policy and public opinion on the training. ii. This is information that is gathered from groups with the same interests e.g. heads of products lines. iii. The members of the group are mostly sta"eholders in the training. iv. It consists of G to ,9 people with a trainer as the facilitator. v. It elicits ideas, attitudes, eperiences and opinions of a selected sample of respondents say heads of product lines. vi. Through focuses interaction on 7uestions of interest, the respondents provide a wealth of data not available from surveys alone. vii. &articipants are chosen because characteristics of special interest to the training group. Benefts i. Haluable information especially if group is representative of various viewpoints i.e generates many ideas. ii. 0seful in di#using hostilities and negative attitudes to training. iii. 2ncourages a feeling of ownership. Weaknesses i. -an at times be unrepresentative. ii. As a result of group thin"ing, it could cause delays in arriving at the fnal decision. iii. /tiAes honest discussion of actual )ob performance, feelings and causes. iv. :eeds a s"illed facilitator who is perceived as honest and trustworthy. v. 2pensive and time consuming. vi. The information elicited can be sub)ective. .* 94e!#ionnai'e! an% !4'$e)! i. They consist of closed and open3ended 7uestions. Appointments are not necessary. I ii. /urveys are carried out to analyse the information from a number of sources. iii. Information from surveys can be supplemented by interviewing respondents. Benefts i. -an reach many people. ii. Inepensive. iii. 2asy to administer as format is easy$familiar. iv. /afeguards anonymity. v. >esults are more ob)ective. Weaknesses i. Low response rate historic fndings. ii. :ot easy to write good 7uestions. %* O,!e'$a#ion i. It is good when used in combination with other methods. ii. It involves having a loo" at what the employees are doing and identifying their training needs. Benefts i. Erings trainer into direct contact with trainees. ii. 0sed to validate information. iii. 5enerates resource material for training e.g. eamples, role3plays etc. iv. Bb)ective method of obtaining facts. Weaknesses i. Artifcial ( people may modify behavior when watched. ii. Time consuming. iii. :ot all )obs are observable. iv. Jobs are varied from time to time. v. Trainers may be seen as management spies. vi. Bbservation re7uires epertise in )ob analysis. vii.>e7uires 7ualities of listening, patience etc. K e* Se.on%a') !o4'.e!: %o.4-en# ana()!i! i. Pe'fo'-an.e a++'ai!a(!5 - They help in defning the performance standards re7uired in terms of 7uality and output. - The performance of an employee should be an indication of training and development. - !here an employee is performing poorly in a certain area, that shows the gap in his performance and he should therefore be trained in that area. - !here he is performing well, he should be prepared for promotion through training. ii. Ann4a( 'e+o'#! - This includes reports such as fnancial statements, production reports, audit reports, performance contracts etc. - !here there are shortfalls, those are the areas that the training manager should concentrate on to ensure that the same does not happen again. The gaps can be flled through training. iii. 2o'3 %o.4-en#! - The documents that employees produce during their wor" can used to identify training needs. - This includes wor" documents such as letters, reports etc i$. Job descriptions$ specifcations - They defne the content of )obs and roles by reference to "ey activities and outcomes. Benefts of Document Analysis - 5ood bac"ground information - Time saving - 2amples and clues Weaknesses of Document Analysis - Limited focus G - :ot available - Information$ data irrelevant 2.2 CO1RSE DE;ELOPMENT: PROGRAM DESIGN 2.2.1 2a# i! .o4'!e %e$e(o+-en#: +'og'a- %e!ign< -ourse development is a creative, systematic, motivating and engaging training process which involves development of learning content to ft the identifed needs of the trainees. 2.2.2 I-+o'#an.e of .o4'!e %e$e(o+-en# a% *ecisions are made on the "ind of content to impart to trainees ( "nowledge, s"ill or attitudinal. b% It gives direction to the learning process as it enables formulation of ob)ectives. c% It helps identify the presenter of the training. d% It prepares the presenters for the actual training. 2.2." P'o.e!! of .o4'!e %e$e(o+-en# : %e!ign a* Fo'-4(a#ion of #'aining o,=e.#i$e! This is the most important step. Bb)ectives are drawn from the training needs. b% 2a# i! an O,=e.#i$e< >obert =ager 1,LKF% defned an ob)ective as< L A description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of the instruction rather than the process of instruction itself. The emphasis here is the need for learner performance and the demonstration of "nowledge and$or s"ills. .* I-+o'#an.e of (ea'ning o,=e.#i$e! 1i% They guide the course developer in the selection and development of information, materials and activities. Bb)ectives force the trainer to thin" seriously about what is worth teaching and spending resources on. 1ii% They direct presentation of training ( provides focus and direction of the course and for participants ( easy to follow teaching. 1iii% They help participants to organize their learning e#orts ( people learn better when they "now what is epected of them. 1iv% They provide a means of evaluating the course 1did the participants achieve the ob)ectives+% :E< if ob)ectives are not identifed and clarifed, there will be confusion in course development, presentation, participants and evaluation. Bb)ectives are not fed. they are Aeible and can be changed where necessary during a course. %* P'o.e!! of 8'i#ing .o4'!e o,=e.#i$e! 18ow to write course ob)ectives% Eloom came up with taonomy of course ob)ectives< These are< >i* ?no8(e%ge o,=e.#i$e! >.ogni#i$e %o-ain* ( providing information about e.g. a new )ob, procedure etc >ii* S3i(( o,=e.#i$e! >+!).o-o#o' %o-ain* ( ability to operate a machine etc >iii* A##i#4%ina( o,=e.#i$e! >a@e.#i$e %o-ain* ( targets change of attitudes, brea"ing resistance etc. ,M :E< prioritize the ob)ectives. decide what is essential and what is nice to "now based on the various domains. e* DiA.4(#) of o,=e.#i$e!: ;nowledge ob)ectives are the easiest to achieve, followed by s"ill ob)ectives. The most di'cult are the attitudinal ob)ectives. f* Hie'a'.) of o,=e.#i$e!: 8ow should ob)ectives Aow logically+ 1i% ;nowledge ob)ectives usually come frst ( information, guidelines etc 1ii% &ractice 1s"ill% comes second and 1iii% Atiitude ob)ectives come last :E< In most training situations too much time is usually ta"en up by "nowledge with too little time for practice. &articipants end up "nowing the tas" or s"ill but are unable to perform. =ost courses teach the Dhow to6 but provide less practice ( hence problems in the transfer of learning. Activity: A Training needs analysis done for 50 middle managers of an organiation identi!ed the following needs" #nterpersonal s$ills such as listening% communicating and negotiating &eadership s$ills% sta' motivation and team building Time management (elegation of authority )onduct and management of meetings etc The )*+ has ordered that these managers attend a 5,day training program. Required -.. (esign a program showing days% time for various activities% training methods% venue/location% resource persons etc. ,, 0.. 1ormulate course objectives 2 $nowledge% s$ill and attitudinal. 3.. 1ormulate the training content 4what would be the topics to be covered5. 6.. 7rovide justi!cations for your recommendations. 2.2.& 2'i#ing Co4'!e Con#en# S#e+ 1< collect relevant information and material from< -lient, organization or participants and specialists in the sub)ect area. S#e+ 2< review relevant o#3 the 3 shelf courses 4ind out what can be added to your circumstances >eview other literature$resource boo"s e.g. 8>* )ournals 1in ;enya, I&= and ;I= )ournals% Include a bibliography in handouts 1credits the course developer with having done some previous wor"% S#e+ "< fnd out di#erent ways of presenting a course content e.g. audio3 visual aids, built in structured eperiences into the presentation of the content e.g. icebrea"ers, case studies, games, group tas"s, role plays or problem solving. It adds variety and increases learning e#ectiveness. S#e+ &< divide the course and organize it in such a way that each ob)ective is covered individually &repare su'cient content to accomplish each ob)ective *evise relevant activities to apply the "nowledge or s"ill to be learnt. &rovide evaluation$feedbac" to measure whether the ob)ective has been achieved S#e+ /< /e7uence the content into introduction, presentation, application activities and conclusion. 2.2./ 2o 8i(( +'e!en# #e .o4'!e .on#en#< ,9 The following can be used to present the course content< &articipants ( discussions =edia e.g. handouts, videos /tructured eperience e.g. case studies Trainer 2.2.7 2'i#ing a (e!!on +(an fo' a T'aining Se!!ion A lesson plan is a structured outline of how a lesson is to be delivered, its content etc. components are< Lesson ob)ectives Introduction -ontent -onclusion $ /ummary Learning activities Learning resources Time estimated for each activity etc. ,?