Nature and importance of training

needs analysis
Training needs analysis is the breakdown of an
identified need to determine its bases and causes
as well as the relationship among identified
needs.
Needs assessment means the identification and
prioritization of training requirements.
Identification of training needs starts with the
determination of knowledge, and skills essential
for maximum effectiveness in an organization.
 Nature and importance of training
needs analysis
In the training needs analysis, the causes of
failure or non-performance are examined so
as to see whether inadequate or inappropriate
training was one of the reasons.
Needs analysis is essential because lack of
competency is not the only reason for failure.
Training needs analysis is a diagnosis by the
organization to know what the learning needs
of its employees are.
 Nature and importance of training
needs analysis
The key elements of an effective training needs
analysis include professional trainers doing the
analysis,
using credible data,
following a structured methodology,
linking training needs with business objectives,
justifying cost to the likely benefits,
gaining the commitment of the top management,
involving employees and their supervisors and
communicating effectively with all those involved.
 Classification of training needs
There are different types of training needs.
Focusing only on performance deficiency in
needs analysis is to restrictive.
Democratic
Diagnostic needs
needs
Training needs can be classified
into:

Analytical needs Compliance needs

 Classification of training needs
Democratic needs
are options for training that are preferred,
selected or voted for by employees or managers
or both.
programs that address these needs are likely to be
accepted and desired by organization members.
Therefore democratic needs can be used to build
support for training programs.
 Classification of training needs
Diagnostic needs
focus on the factors that lead to effective
performance and prevent performance problems,
rather than emphasizing on existing problems.
Diagnostic needs are identified by studying the
different factors that may affect performance.
The goal is to determine how effective
performance can be obtained.
 Classification of training needs
Analytical needs
identify new and better ways to perform a task.
These needs are generally discovered by intuition,
insight or expert consideration.
Compliance needs
are those mandated by law.
This category of needs most often deal with
mandated training programs such as safety
training, prevention of sexual harassment, training
for implementation of reservation policy, etc.
 Classification of training needs
Training needs can also be classified as:
Normative needs
a need compared to a standard.
Felt need
why individuals think they want to learn.
Expressed/demanded need
based on the demand & supply gaps of knowledge and skill.
Comparative need
compared to others there is a need.
Anticipated future need
based on projected future demand.
 Components of training needs
assessment

Strategic/organizational
analysis

Training needs
assessment
generally Task/job needs analysis
involves three
components:

Person analysis
 Components of training needs
assessment
Organizational needs analysis
In conducting organizational analysis, the company
may consider issues like:
Increased competition for old and new business.
Greater emphasis on efficiency and cost reduction.
Increased needs on cooperation among companies.
Business strategies of the rival companies.
Research and innovation.
Merger, acquisition, diversification and expansion.
Automation and modernization.
Manpower plan on hiring, retrenching and deployment of
stall
 Components of training needs
assessment
Organizational needs analysis
It also includes
a human resource analysis: should translate the
organizations objectives into an accurate estimate of the
demand for human resources.
analysis of efficiency indexes: including cost of labor,
quantity of output, quality of output, waste and, equipment
use and repairs can provide useful information.
an assessment of the organizational climate: Organizational
analysis also can address the organizations performance in
the softer domains that constitute the corporate culture.
 Components of training needs
assessment
Task analysis / job needs analysis
The process of collecting information regarding the
job, for use in developing training programs, is often
referred to as task analysis or job needs analysis.
Task analysis explains what must be done to perform a
job or complete a process successfully.
Task analysis means detailed examination of a job role
to find out what are the
knowledge, skill, attitude, motives, values and self concept
needed in people for superior or effective performance.
 Components of training needs
assessment
There are four steps involved in task analysis:
Develop a list of task statements
Develop list of task clusters
Develop a list of KSAs (Knowledge, skills and
attitude)
Assess the importance of tasks
 Components of training needs
assessment
Person needs analysis
A person needs analysis identifies gaps between a
persons current capabilities and those identified as
necessary or desirable.
Person needs analysis can be either broad or narrow
in scope.
The broader approach compares actual performance with
the minimum acceptable standards of performance.
The narrower approach compares an evaluation of
employee proficiency on each required skill dimension with
the proficiency level required for each skill.
 Components of training needs
assessment
Person needs analysis
Whether the focus is on performance of the job as
a whole or on particular aspects of the job, several
approaches can be used to identify the training
needs of individuals:
Output Attitude
Measures Survey

Self-Assessed
Training Needs
 Six components analysis of needs
The six component approach is given below:
Context analysis
Participants analysis
Work analysis
Content analysis
Suitability analysis
Cost-benefit analysis
 Six components analysis of needs
Context analysis
This involves an analysis of the business context or
reasons for which the training is desired. The
important questions being answered by this analysis
are:
Why a training program is seen as the recommended
solution to a business problem?
What has been the history of the organization with regard to
employee learning interventions?
What are the contextual factors at learning and at practice
which hinder or enable practice of the learned competency?
 Six components analysis of needs
Participant training
Participant training needs analysis is a critical step
in training needs analysis. It is the analysis dealing
with potential learners and instructors involved in
the process. The important questions being
answered by this analysis are:
Who will receive the training and their level of existing
knowledge in the subject?
What is their learning style?
Who will conduct the training and their expertise to do
so?
 Six components analysis of needs
Work analysis
It is an analysis of the tasks being performed. It
involves examining activities, tasks, and roles of the
job and the competency requirements for effective
performance. Work analysis helps in ensuring that a
given training method and context are aligned with
the relevant job role. Work analysis seeks answers for
the below questions:
What is the job under review and what are the main duties?
What are the high-level skills required?
To what standards are people expected to do the job?
Are they currently meeting these standards?
 Six components analysis of needs
Content analysis
This involves analysis of documents, manuals, laws or
procedures used on the job. It answers the questions
about what knowledge or information is used for the
successful performance of the job. A content training
needs analysis seeks answers for the below questions:
Are there essential building blocks one needs to learn in
order to do this job?
Are these building blocks of knowledge laid out in manuals
or other documentation?
In what order and how are these building blocks normally
taught?
 Six components analysis of needs
Suitability analysis
This is the analysis of whether training is the
desired solution. Training is one of the several
solutions to performance problems. However, it
may not always be the best solution. It is
important therefore to determine if training is the
right solution for a particular organizational
problem. Suitability analysis considers the
following essential question:
Is non-performance due to a lack of knowledge and
skills or are there other reasons?
 Six components analysis of needs
Cost-benefit analysis
It is the analysis of the return on investment (ROI) of
training. Effective training should result in a return of
value to the organization that is greater than the
initial investment to produce or administer the
training. Cost-benefit training needs analysis tries to
find answers to the below questions:
Is it worth the effort to undertake the proposed training?
What will be the return on investment of the proposed
training?
Are there any cost-benefit benchmarks for the proposed
training?
Process of training needs analysis
A training needs analysis
(TNA) is the process of
identifying the areas
where both individuals
and groups in an
organization would
benefit from training in
order to become more
effective at achieving their
own objectives and the
objectives of the
organization.
Process of training needs analysis

A TNA 1. Identifying the objectives of the organization.

involves
five basic 2. Appointing a training coordinator.
steps: 3. Gathering information about the skills and
abilities of the individuals.
4. Analyzing that information.

5. Identifying the gaps & drawing a training

plan.
 Data collection methods for training
needs analysis (TNA)
A Training Needs Analysis (TNA) involves
collecting information relevant to training
from the concerned organization or
department.
The aim is to have clear evidence on which to
base the findings and conclusions.
 Data collection methods for training
needs analysis (TNA)
Typical methods include
reviewing existing documents
individual interview,
work diaries,
observation and listening,
self-assessment,
critical incident analysis,
questionnaires and
analyzing job descriptions.
 MOTIVATIONAL ASPECTS OF HRD
MOTIVATION in simple words implies the drive or impulse in an
individual that moves him towards action.
In order to feel motivated to perform, therefore, it is important for an
individual to feel the urge to acquire or achieve something.
This urge is bound to make him restless until he achieves his target.
This restlessness results in activity.
The successful accomplishment of activity brings relief.
A satisfied urge no longer motivates.

HRD MANAGERS ROLE is to play a catalytic role by identifying the

needs of the individual employees.
He has to further identify as to which needs have been accomplished
and which ones are still able to provide a kick to the individual
employee in question.
 Maslows Needs Theory
Physiological needs ( hunger, safety; affiliation)
Psychological Needs ( affiliation; self-esteem, self-
actualization)

Herzbergs Motivation-Maintenance Model

Maintenance (or Hygiene) factors These, if withdrawn
cause dissatisfaction; e.g. Co. policy, Supervision,
Interpersonal relations, Safety and fringe benefits,
working conditions.
Motivational (or Satisfying) factors These, if provided,
motivate employees for improved performance; e.g.
Achievement, Recognition, Job content, Responsibility,
Growth potentials.
 HRD Model of Motivation
Need Tension Activity Satisfaction

Effort Indiv. Goals

Perform Organ. Goals

The Effort-Performance Relationship define job; define job

incumbents qualification; place appropriate people; add performance
dimension

The Indiv. Performance-Orgn. Goal Relationship emphasize that

bottom line is profitability; provide a clear direction; introduce
performance evaluation mechanism.

The Orgn. Goal-Indiv. Goal Relationship Create performance-

reward link; introduce flexible compensation; facilitate self-managed
work teams; keep the diverse capabilities of the work group in view.
HRD Motivational MANAGERIAL instruments Motivation
measures for motivational aspects challenges
of HRD
Recognise individual Motivating a
differences Self-renewal and diverse
Appropriate placement identity building workforce
Energize people with exercise -gender
potentially attainable
Stress audit and differences
goals
stress management -Cultural
Reward performance
on individual merit Personal growth differences
Instill responsibility & laboratories Pay for
delegate authority Employee education performance
Money as a motivator and skill up-gradation programs
Job enrichment programmes Motivating
Facilitate autonomy Learning networks thru ESOPs
Positive reinforcement Quality circles Motivating
Reinforce a sense of Task forces minimum
winning
wages
employees
 FUTURE OF HRD
RESOURCE REQUIREMENTS FOR DEVELOPING HRD INTO THE
CORE BUSINESS FUNCTION
1. HRD PROFESSIONALS build professionalism in HRD
professional; orient them towards the potential changes that
exist for them; ensure they possess necessary HRD
competencies.
2. HRD STRUCTURES design and implement appropriate HRD
structure; ensure value-addition from each HRD activity and
sub-system; ensure availability of required HRD competencies
in consonance with the needs of the business needs.
3. HRD SYSTEMS to build the competencies and commitment
of individuals, teams and the entire organization as a whole
through the use of a variety of instruments.
 FUTURE OF HRD
HRD PROFESSIONALS

1. Developing professionalism outcome-focus;

shared knowledge; essential competencies; ethical
standardization; role clarity.
2. Orient towards potential challenges gain
theoretical knowledge; continuously upgrade and
improvise HR tools; focus on clarity of HR function;
create value addition possibilities in HR services and
interventions.
3. HRD competencies HRD professional knowledge;
professional skills; attitudes and values.
 FUTURE OF HRD
HRD STRUCTURES
1. FORM dedicated full-time department; task force; CEO-
centred HRD cell; HRD as an allied function of PM
department; HRD at corporate level with cells at unit levels
etc.
2. APPROPRIATENESS OF CHOSEN HRD STRUCTURE The
chosen HRD structure should fit into the specific needs of the
organization.
3. VALUE ADDITION Chosen HRD structure should contribute
to : development of competencies required to meet current
and projected business needs and self-motivating working
climate.
 FUTURE OF HRD
HRD SYSTEMS
SUB-SYSTEMS
Induction training;
Regular training and development;
Performance review and management;
Career management and development;
Feedback and counselling system;
Communications systems;
Job design;
OD;
Quality circles
 Behaviour Modification in
Organizations
Some Behaviour Modification Theories-
Maslows Need Hierarchy theory.
Herzbergs Motivation-hygiene Theory
Expectancy Theories of Motivation
 Behaviour Modification in
Organizations
Maslows Need Hierarchy
theory.
Its most widely discussed
and researched
motivational theory.
Individuals are motivated
to act by
internal forces, which
Maslow labels as needs.
 d

Maslows Need Hierarchy theory

Needs when Activated

Produce tension within

individual

Individual act to reduce the tension or

satisfy the need
 Behaviour Modification in
Organizations
Herzbergs Motivation
Hygiene Theory
Herzberg tailor
Maslow's approach to
the work environment
by identifying
organisational factors
that corresponded to
Maslow's need.
 Behaviour Modification in
Organizations
Maslows Theory Herzberg's theory
Physiological, safety and Look of pay, job security,
social needs. company policy, and
supervision.

Ego and self-actualisation Organisational factors of

needs. achievement, recognition,
and responsibility.
 Behaviour Modification in
Organizations
Expectancy theories of
motivation
Vroom (1964), porter and
lawler (1968) specified-
How organisational factors
interact with individual
variables to influence a
worker to behave in a
creating manner.
 Behaviour Modification in
Organizations
Expectancy Theories of Motivation
The force a person to perform an act is a functions of
the algebraic sum of the products of the valences of all
outcomes and the strength of his expectancies.

Mathematically,
Fi = (Eij Vj) (I = n 1,..........,m) 1
Fi = the force to perform act I
Eij = the strength of the expectancy that act I will be
followed by outcome j
Vj= the valence of outcome j
N = the number of outcomes.
 Behaviour Modification in
Organizations

Expectancy theories of motivation

Porter and lawler's performance model
Refutes that satisfaction causes good performance.
Good performanceThe attainment of equitable and
desired rewardsSatisfaction.
The key variable for both good performance and
satisfaction is the receipt of desired rewards.
Special Training and Development
Topics
 Orientation
A formal process of familiarizing new employees
with the organization, their jobs, and their work
units.
Basic Skills Training
Typical basic skills: Reading, writing, computing,
speaking, listening, problem solving, managing
oneself, knowing how to learn, working as part of
a team, leading others.
 Items for an Orientation Packet
Company history Safety and emergency
Copy of specific job goals and procedures
descriptions Policy handbook
List of unique terms in the Current organization chart
industry, company, and job Map of facility
Organizational publications Union contract
Telephone numbers and List of holidays
locations of key personnel
List of employee benefits
Performance appraisal forms and
procedures Sources of information
List of on-the-job training Insurance plans
opportunities
Team Training Skills
 The Learning Environment
The learning environment includes:

Trainee
Transfer Readiness

Learning
Principles
 Trainee Readiness
Trainee Readiness - Trainees wont learn if they dont want to
(motivation) or cant (prerequisite KSAs)
Prerequisites
Trainability Test - Assess trainees aptitude prior to training
Provides realistic expectations of necessary job KSAs
Assesses trainees functional level (baseline)
Used to assess training effectiveness
Motivation
Trainees must believe assessment of their current state is accurate
Ensure self-efficacy and internal locus of control
Ensure relevance of training outcomes
Trainee must value improved performance
 Trainee Readiness
Design of Training Environments
Theories of Learning and Motivation to
create a supportive learning environment
Trainees believe they can successfully complete
training and that the training will be useful for
improving job performance
Not every approach is suitable for every situation
 Trainee Readiness
Theories of Learning and Motivation

Social Learning Theory The cognitive

representations of future outcomes generate the
motivation for future behavior.
Self-efficacy whether you believe you will succeed
affects your behavior
Modeling Learn through watching others

Relevance of SLT to training:

Training should develop cognitive, social, & behavioral
competencies through modeling
Training should improve confidence and self-efficacy
Training should improve motivation through establishing goals
 Trainee Readiness
Theories of Learning and Motivation

Social Learning Theory

Applications
Trainees should experience some level of early success
to improve self-efficacy, but also learn to overcome
failures
Trainees should observe successful models
Trainees should receive encouragement to exert effort
Examples
Role playing to train assertiveness, ethics, com skills,
etc
Use of video to show good examples
 Trainee Readiness
Theories of Learning and Motivation

Goal Setting goals serve to motivate trainee to

exert effort in order to attain goal
Goals:
Should be specific and challenging
Must be matched to trainee skill level
Use intermediate goals to observe progress
Must include feedback
Must be accepted by trainee
Make trainee part of goal setting to increase commitment
Examples
Athletic training, simulation, gaming, psychomotor
 Trainee Readiness
Theories of Learning and Motivation

Goal Setting Empirical Results

100

90
Percent of possible
performance

80

70
Do your best
60 Specific hard goal

50

40
1 2 3 4 5 6 7 8 9 10 11 12
Blocks of four weeks
From Latham & Baldes (1975), The Practical Significance of Lockes Theory of Goal Setting, Journal of Applied Psychology, 60, p.123
 Trainee Readiness
Theories of Learning and Motivation

Expectancy Theory (VIE) trainees will exert effort

if they believe they can succeed and they value
the outcome
Assumes:
Effort Performance Reward Goal
Expectancy belief that performance is related to effort
Instrumentality belief that performance will be rewarded
Valence the degree that reward is valued
Application: training should ensure high levels of each
Example: skills training for piece meal jobs where
improving output will lead to higher compensation
 Trainee Readiness
Theories of Learning and Motivation

Reinforcement Theory Based on Law of Effect

that if consequences of a behavior are good, the
likelihood of repeating that behavior is increased.
SD: R - - Sr+
SD- Discriminative stimulus sets stage for R
R Response behavior
Sr+ - Reinforcing stimulus money, praise, recognition, day
off, etc.
Application: Shape behavior to reduce tardiness and
absences, increase productivity, etc.
Example: Every time worker arrives on time during
the week has name put in lottery for Friday drawing
 Trainee Readiness
Theories of Learning and Motivation

Principles for using Reinforcement:

Should be given immediately after response (KOR or
feedback)
Reinforce every correct response, UNTIL the behavior
is learned
When behavior is learned switch to intermittent
schedules of reinforcement
This will increase resistance to extinction
Punishment should not be included in training
Often wrong behavior is punished such as trying
Punishment suppresses behavior, doesnt eliminate it
Leads to negative emotional side effects
 Trainee Readiness
Theories of Learning and Motivation
Schedules of Reinforcement

400 Variable Ratio

400

Fixed Ratio
300
300
Variable Interval
200
200 Fixed Interval

100
100

0
0
0
0 5
5 10
10 15
15 20
20 25
25 30
30 35
35 40
40
Time (Minutes)
 Trainee Readiness
Theories of Learning and Motivation

Need Theories Training only motivating if it meets

the needs of trainees
Find out what motivates trainees
Ex: If nAch allow early success, If nAff allow teamwork

SA
Maslow Esteem McClelland
Social nAch
Safety nPow
Physiological nAff
 Trainee Readiness
Theories of Learning and Motivation

Equity Theory -A social comparison theory that

asks, Is the ratio of what you receive from your
job as compared to what you put in the same
proportion as that of other workers?
Is (Input / Outcome) self = (Input / Outcome) other?
Inputs education level, intelligence, experience,
effort, skill, expertise
Outcomes pay, benefits, status, recognition, working
conditions
Training as an input (I have training in this area) or
training as an outcome (I was promised this
training)
Trainee Motivation to learn
 Important Trainee Characteristics
Trainee readiness
Trainability tests
Have prospective trainees
perform a sample of tasks
that reflect KSAs needed for
job

Trainee motivation
Arousal, persistence, and
direction.
Factors related to high
motivation.
Self-efficacy
Locus of Control
Commitment to Career
 Trainee Motivation to learn
A trainee learns best when
he recognizes the need and
develops the desire to
learn. This is through
motivation.
Motivation stimulates
trainees to think,
concentrate and learn
effectively.
Motivation influences the
rate of learning, the
retention of information
and desire to learn.
 Techniques to motivate trainees
Show the need for the
lesson.
Arouse and maintain
interest.
Increase chances of early
success.
Give recognition and credit
where due.
Set clear goals.
Treat trainees as special
individuals.
 Reinforcement for behavioral
modification
Reinforcement
Positive
Negative
Punishment
Positive
Negative
Extinction
Shaping