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