TRAINING PROCESS

Tania S Rath
Training Process: The ISD Model
Why Training Needs Analysis(TNA)
The TNA Identifies Performance Gaps and helps determine whether
training can correct the performance problem.
It helps design programmes that fits organizational needs.
Provides bench mark of performance levels and necessary KSAs and
helps determine the degree to which employees possess necessary
KSAs to carry out the strategies
TNA also ensures that training programmes matches trainee needs.
A Performance gap exists when:

Expected Performance > Actual Performance

Performance results from ????
KSA x Motivation x Environment
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Training Needs Analysis Process

Input Process Output

Organizational
Analysis
Objectives
Resources
Environment Training
Needs
TRIGGER
Operational Identify
Actual Organizational Analysis Performance
Performance Expected
Performance Discrepancy (PD)
(AOP) < Expected
(EP) PD = EP < AP
Organizational
And Causes of PD
Performance (EOP)
Non
Person Analysis Training
Actual Needs
Performance
(AP)
Correcting a Performance Gap
If PG is not caused by motivation or environmental
factors
Look at KSAs

If employees have gaps in needed KSAs,

Possible solutions are:

Job aids

Practice opportunities with coaching

Redesign the job

Training

Transfer

Termination
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NEEDS ANALYSIS PROCESS

Four Steps

Step 1: A concern/Trigger

• Sometimes referred to as an itch or a pressure

point, something that causes managers to notice
it.
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Inputs

.
I. Organization analysis
II. Task analysis
III. Person/Employee analysis
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ORGANIZATIONAL ANALYSIS

Study of the entire organization including its

Mission , strategy & objectives, environment,
resources, and context.
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ORGANIZATIONAL ANALYSIS
1. Strategy
Consists of an action plan to realise organization’s
mission, goals, and objectives such as a dedication to
quality or innovation

A reactive TNA focuses on current OPG while

Proactive TNA focuses on anticipated future OPG.
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ORGANIZATIONAL ANALYSIS

Environment
• Can profoundly affect what is offered and trainee’s
receptiveness to training.
• New technologies, laws, competitors, Economic
Climate, and trade agreements.
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ORGANIZATIONAL ANALYSIS
Resource analysis:
• Identification of the resources available (Capital and Human)
• Required to design and implement training and development
programs
Context climate: Structure, systems and policies
Collective attitudes of
• Employees toward work
• Supervision
• Company goals
• Policies and procedures
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ORGANIZATIONAL ANALYSIS
Training transfer climate:
• Characteristics that can either facilitate or inhibit the
application of training on-the-job.(Supervisor Support)

Learning culture:
• Members of an organization believe that knowledge and
skill acquisition are part of their job responsibilities
• Learning is an important part of work life in the
organization
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ORGANIZATIONAL ANALYSIS
Some data sources:
Goal, objectives, strategy, budget(OPG indicators0
Labour Inventory(Resource indicator)
Climate indicators(Productivity, strikes, absenteeism,
suggestions, etc)
Efficiency Indexes(cost of labour, quality etc)
Change in system
Management request
MBO,Work planning & review
* Refer table 4.1 in book
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Task/Operational Analysis
• When OPG identified Task/Operational analysis done along with
Organizational analysis to fully understand the nature of OPG.

• Process of obtaining information about a job by determining the

duties, tasks, and activities involved and the knowledge, skills,
and abilities required to perform the tasks.

•Worker oriented(Focus on KSAs, Justifies KSAs and need for

training ) and Task oriented Job analysis(focus on various work
activities or tasks, follows a job-duty-task method, fig 4.4, page -
110)
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Task/Operational Analysis
• Job description:
• Statement of tasks, duties, and responsibilities
• Lists the specific duties carried out through the completion of several
tasks
• Competency:
– Cluster of related knowledge, skills, and abilities that enables
the job holder to perform effectively
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Task/Operational Analysis
• *Some Data Sources:
• Job Descriptions
• Job Specifications
• Performance Standards
• Interview/Questions to Job holders and Supervisors

• When no incumbents?
• Competency Modeling: Cluster of related knowledge, skills,
and abilities that enables the job holder to perform
effectively. It differentiates high performers.
•* Refer table 4.3 in book
 4-19

Form for Recording Task Analysis Results Using

the Job-Duty-Task Method of Job Analysis
Job Title: Specific Duty:

Tasks Subtasks Knowledge and Skills Required

1.
1.
2.
3.
2. 1.
2.
3.
3.
1.
2.

.
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PERSON ANALYSIS
Process of studying employee behaviour to determine
whether performance meets standards.
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PERSON ANALYSIS
Three-step process:
1. Define the desired performance

2. Determine the gap between desired and actual performance

3. Identify the obstacles to effective performance

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PERSON ANALYSIS:
Some Data Sources
1. Performance Appraisal, MBO, Supervisor Rating
2. Self ratings

3. Observation of work(work sampling)

4. Interview/questionnaires

5. Tests

6. Surveys

7. Assessment Centres
*(Refer Table 4.8 in the book)
Summary: TNA Process After the Trigger
Organization gap?
• Org. Analysis
Units in org. with gap
• Operational Analysis
Persons in unit with gap
• Person Analysis
Cause of gaps
• KSA = Training solution
• Other = Non-training solution
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NEEDS ANALYSIS METHODS

Nine Methods
1. Observation( to distinguish effective and ineffective
behaviour)
2. Questionnaires
3. Key consultation(key people who are supposed to know
about the training needs of a particular group)
4. Print media(Professional journals, in house publications
5. Interviews
6. Group discussion
7. Tests(Knowledge tests, behavioural skill tests, attitude
surveys)
8. Records and reports(organizational charts, planning
documents, policy manuals, audit and budget reports,
employee records like absenteeism, turnover, grievances
9. Work samples
Proactive and Reactive TNA
• Proactive addresses future training needs
(e.g. Succession Planning)
• Here Orgn analysis Explores best fit between current internal
environment and future expectations and objectives,
operational analysis explores future task reqirement and
person analysis finds out the skill level of individual employees
to meet future expectations

• Reactive addresses current training needs.

• A combination?

• Ref MHC case from book (Page 132)

Implication for Training design and Evaluation
• Provides the input for training design.
• Indicates the objective, type and target groups for training
design and its contents

• Evaluation: Highlights the measures of evaluation.

Broadly improvement in KSA and expected performance