Training and training need analysis

1. Training and training need analysis B.V.L.Narayana SPTM/RSC BRC

2. Introduction • Training • Is essential and is a very big industry • Enhances productivity of individuals • Enables development of competencies in line with organizational objectives • Allows communication of organizational goals • Enhances career progression and self development

3. Definition • TRAINING • Provision aimed at creating intentional learning processes • To bring about semi permanent change in individuals –Knowledge, attitudes. Skills and habits (KASH)—behaviors • With an intention To enhance performance on the job • d/d education –is more in general knowledge; training teaches a specific task or function

4. Stages • Training and development • 5 stages

5. Training need analysis • TNA • Determine organizational training needs • Whether organizational needs, objectives and problems can be addressed by training? • Influences overall effectiveness of training • Is used to specify key features of implementation and evaluation

6. Training need analysis • TNA • Is a three step process • Organizational analysis—identify needs • Task analysis- content of training • Person analysis- who to be trained • Need analysis must cover all three steps • Research shows • Impact maximum on learning if organizational analysis done • Impact maximum on behavioral outcomes if task analysis done

7. Training need analysis • Work and research mostly done • Task analysis • Consists of cognitive tasks Cognitive capacities and cues -how and when to apply them • and behavioral tasks • Identify competencies needed for jobs • Competencies are cluster of interrelated knowledge, skills, values, attitudes and others which are important for successful job performance • Done for individual and teams

8. Training need analysis • TNA • Organizational level and person level analysis—neglected • Look at diversity and cross cultural training at requirements • Also must look at • Concurrent needs and Future needs • Look to identify specific and generic skills • Therefore requires a data base of competencies-collect data on organization, task and person characteristics

9. Training need analysis • TNA • What needs to be identified at a generic level • Knowledge-facts about objects, relationships, rules, procedures, plans, goals and self knowledge • Observable skills –cognitive, psychomotor, physical, interpersonal, expressive and self management • Problem solving skills-heuristics, means –ends analysis, pattern matching, meta-cognition, transfers • Attitudes and beliefs– self efficacy, racial, cultural, sexist, commitment

10. Methodologies • Groups of methods used in training • Information presentation • Modeling- demonstration • Information presentation and learner response—case method • Systematic response generation—contextualizing the training • Simulation • On the job training

11. Training needs analysis • Process of TNA • Organizational analysis • Determines appropriateness of training-linked to orgn. Goals, strategies, resources • First needs an understanding of the organizational environment— • technical, • others • Measures work environment characteristics- • nature of support and • emphasis on training

12. Training needs analysis • Task analysis • Identify observable tasks performed and knowledge and skills required to do it-job analysis • Do it by • Job incumbents –develop lists of tasks performed • Assessors –grouping tasks into clusters based on similarity • Managers – generating KSA for each cluster of tasks • Surveys to validate these Task, task cluster and KSA’s • Use multiple assessors and multiple surveys

13. Training needs analysis • Task analysis • At individual and team level • Cognitive task analysis • Goals, decisions and judgments made on the job-use elicitation techniques-look at thought processes • Team task analysis • Simultaneous assessment of task and coordination requirements • Lists out the objectives for training programmes—specify what a trainee will be able to do at the end of training programme

14. Training need analysis • Person analysis • whether training is necessary so that employees can perform tasks effectively • Identify reasons for poor performance-training and non training needs • Who requires training • Look at employee records • Elicit self responses • Whether trainees are ready for training • Audit of basic skills, abilities and motivations of potential trainees—helps reorient training programmes • Assess language skills

15. Training needs analysis • TNA—Organization –task-person model • should be proactive • Done on a continuous basis • Helps allocate training resources • Human performance intervention model • Is a problem solving exercise—identify root cause and plan intervention

16. Training needs analysis • Assessment centers • Is a skills evaluation process • Used in • Selection and placement • Employee skill development • Career development • Organizational succession planning • Good assessment centre can • Good job preview • Help design training programmes • Identify potential successors

17. Assessment centers • Essential elements • Job analysis- • critical, relevant and observable performance elements and competency categories • Behavioral classification • Dimensions, skills, competencies, abilities • Multiple assessments-techniques • Assessment techniques • Allow behaviors revealing critical competencies to be observed • Simulations • –demonstrates observable behavior

18. Assessment centres • Essential elements • Assessors • Multiple assessors-not immediate supervisors-diversity enabled • Assessor training • Demonstrate competence in role • Recording behavior • Document through notes • Reports- based on notes • Data integration –pooling of all observations • Is a multi day affair and done in groups • Assessors are higher level managers, experts, psychologists

19. Skills Beliefs Performance Actions THANKS ANY QUESTIONS