TRAINING: NEEDS ANALYSIS AND MEASURING THE EFFECTIVENESS UNIT – II TRAINING NEEDS ANALYSIS

1. TRAINING: NEEDS ANALYSIS AND MEASURING THE EFFECTIVENESS UNIT – II TRAINING NEEDS ANALYSIS

2. What is Training Need • It is the: Gap between the knowledge, skills and attitudes that the employee possess and the knowledge they require to meet he organizations objectives

3. Why Training Needs Analysis? • TNA helps: • To determine whether resources required are available or not. • To plan the budget of the company • To identify areas where training is required • To find out the alternate action where training may not be appropriate

4. Objective of Training Need Analysis • To identify the GAP between what is available and what is required among the people in terms of KSA. • GAP analysis is the root of TNA.

5. The following future needs will force the company to train, or retrain its employees 1) Expansion 7) Promotion 2) Reorganisation 8) Seasonal variations 3) New Methods 9) Change in layout 4) New Equipment 10) Special jobs 5) New Products 11) Change in manning levels 6) Retirements 12) Attritions Training Forecast

6. A Model for Needs Assessment Determine the Purpose Identify Data Needed Design Data -Gathering Approach Gathering Data Analyze and Verify Data Set Training Priorities

7. Analyse Design Evaluate Develop Implement ADDIE or Instructional System Design Model

8. Analyze • Needs Analysis • Needs Assessment • Performance Analysis • Job/Task Analysis • Learner Analysis • Context Analysis • Skill-Gap Analysis • Evaluate • Evaluation’s Role • Reactions/Learning • Transfer of Training • Business Results • Design • Objectives • Deliverables • Budgets/Schedules • Project Management • Blue Prints/Prototypes • RESULTS • Learning • Performance • Financial • Strategic • Develop • Materials • Tests/Assessments • Quality Control • Production • Implement • Train the trainer • Classroom Delivery • Non-Classroom Delivery Results-based Training Design

9. Needs Analysis and Needs Assessment Needs Analysis: Investigating into whether training or some other organizational intervention can solve a performance problem or enable a desirable new performance i.e., examining a problem at hand and finding the cause for the same. Needs Assessment: Determining what KSA are required to perform a job.

10. Current Desired Level of Performance Reveals Immediate Training Needs Discrepancy Actual Level of Performance Reveals Long Range Training Needs Discrepancy (Projected) Desired Level of Performance Defining Immediate and long range training needs

11. Determine Purpose And Objectives GatherData Identify the Data Needed Analyze and Verify Data Design Data Gathering Approach Set Training Priorities Model for Needs Assessment

12. Assumptions • About Organisations: • Has objectives to achieve for the benefit of all shareholders • These can be achieved only thru the people in the orgn.thereby maximising the opportunities for Development • Hence people must know what they should learn so as to achieve the goals.

13. Assumptions (Contd…) • About People: • Have aspirations, want to develop and learn new abilities and use them. • Hence they need appropriate opportunities,resources and conditions. • Therefore the organisations must provide effective and attractive learning resources and conditions.

14. Assumptions (Contd…) • Assumptions common for both Orgns. And people: • There needs, therefore, to be a match between achieving organisational goals and providing attractive learning opportunities.

15. Link Between Training and performance • In order to achieve our objectives we need our people to question the way we do things • Therefore, our people need to teach to question the way we do things • The Training need is about learning to question the way we do things

16. Levels performance • Three levels of Performance: • Level -1 : Implementing (L1)- doing things well • Level -2 : Improving (L2) – doing things better • Level -3 : Innovating (L3) – doing new things and better things.

17. Performance and Needs at Level 1: • Implementing– level needs arises where the main problem is the gap between desired and actual performance. • Other words, people should learn how to do the job WELL. i.e. Bring Performance to the desired standard and maintain it.

18. Performance and Needs at Level 2: • Improving is about improving the performance at everyone by raising the standard.i.e. continuous improvement  • These modes 1, 2 and 3 are the focus of most basic instruction and training to new comer/ existing ones in the organizations.

19. Performance and Needs at Level 3: Still further level of improvement:- • Innovating is making a step – change rather than one that is continuous or incremental  • This can be done by a thorough review of all the process and how they are interrelated.

20. Performance and Needs at Level 3: (contd…) • Q. Asked: Why we do what we do and what are we trying to achieve? • Modes of Learning at each level of performance. • Researchers have shown that each level of performance different learning modes are involved.

21. Implementing ( Level 1) • Concerned with doing things well, calls for basic learning in terms of following modes: • Mode 1 - Adhering: • Learning to carry out basic tasks correctly. • Done by adhering to the rules laid down for doing the job and following precisely the procedure set. Eg: Safety and health factors involved. Pilots do everything by the book.

22. Implementing ( Level 1) (contd…) • Mode 2 -Adapting- • when we may need to bend the rules slightly and make adjustments in procedures in order to make things work better – may be minor changes – unpredictable situations • Ex: Pilots in emergency - crash landing not being thought.

23. Implementing ( Level 1) (contd…) • Mode 3 – Relating • Involves learning to understand why things have need set up the way they have • What is to be talked to whom – relating the rules and procedures with reasons, customs, norms and conventions.

24. Improving ( Level 2) • Mode 4 – Experiencing • concerned with ‘doing things better’. • Requires (in addn to 1, 2 & 3) an ability to act more independently, to take initiatives, and make sense out of it for oneself, as to what is going on. • Results in enhanced ability to translate personal understanding and meaning into actions. Thus, we become aware of the input and output.

25. Improving ( Level 2) (contd…) • Mode 5 – Experimenting • Learning to design and carry out systematic processes in the form of experiments. • Coming out with new processes, methods, designs etc. e.g. Pilot’s Operation Manual, is the outcome of someone’s experiments with that aircraft class.

26. Innovating ( Level 3) • Mode 6 – Connecting • Connecting things events and people, and allowing integration and synergy to be achieved. • Efforts of various groups of people are brought together, into a synergistic whole • Thereby, we know our position and that of others • Hence, requires a holistic view of the whole situation

27. Innovating ( Level 3) (contd…) • Mode 7 – Dedicating • Where we learn to work out a sense of purpose. • Deals with: why, when, and how we are doing a particular action • Aim is to develop a sense of ‘what is in it’, not only for the individual, but for the organization, and the people in it, as a whole.

28. Tools and techniques Employee Performance appraisal: • This method suits where training needs are highly varied amongst individual employees. • The ‘needs’ of the organisation minus the present performance level equals the gap. Some needs are - • Business needs • Job Performance needs • Training needs • Individual needs

29. Diagnosing Employee Performance Problems

30. NEED Requirements Training Need arises at three levels:

31. Job Analysis, Job Descriptions andJob Specification Job Descriptions (What the job is) Job Analysis (Overall examination Process) Job Specification (What the worker does)

32. Job Analysis • Job analysis can be used for several purposes • Job analysis is finding out everything about the job that the trainer will need to know such as Purpose/Setting/Facilities/ Execution/Liaison/Position

33. Job Analysis Process Source: Fisher, Schoenfeldt, & Shaw (2003)

34. Phase 1 Scope of Project • Decide purposes of project • Job design • Recruiting • Selection • Performance appraisal • Training • Compensation • Decide which jobs to include

35. Phase 2 Methods • Decide which types of data are needed • Tasks & duties • Qualifications: KSAs & other characteristics • Identify sources of job data • Job incumbents: observation, interview, questionnaire • Supervisors: interview, questionnaire • Other sources

36. Phase 2 Methods (cont’d…) • Select job analysis procedure • Narrative • Engineering approaches (e.g., time & motion) • Structured job analysis procedures • Other examples: Critical Incidents Technique (CIT), • Functional Job Analysis (FJA), • Position Analysis Questionnaire (PAQ), • Task Inventory Procedure (TIP), • Ability Requirements Scales (ARS), • Personality-Related Procedures and • Managerial Procedures.

37. Phase 3 Data Collection & Analysis • Collect job data • Analyze job data • Report results to organization • Recheck job analysis data periodically

38. The Interview as a Method of Collecting Job Analysis Information Some typical interview questions include: • What is the job being performed? • What are the major duties of your position? • What physical locations do you work in? • What are the education, experience, skill, and (where applicable) certification and licensing requirements? • What activities do you participate in? • What are the job’s responsibilities and duties? • What are the basic accountabilities or performance standards that typify your work? • What are your responsibilities? What are the environmental and working conditions involved? • What are the job’s physical demands? The emotional and mental demands? • What are the health and safety conditions? • Are you exposed to any hazards or unusual working conditions? 5

39. Phase 4Assessment • Evaluate results against criteria of benefits, costs, and legality • Is the information job-related? • Is the information reliable & valid? • Are the job descriptions being used appropriately?

40. Uses of Job Analysis Information Job Analysis Job Description and Job Specification Job Evaluation Wage and Salary Decisions (Compensation) Recruiting and Selection Decisions Training Requirements Performance Appraisal 2

41. Items Commonly Found in a Written Job Description 1. Job identification 2. Job summary 3. Responsibilities and duties 4. Authority of incumbent 5. Standards of performance 6. Working conditions 7

42. Job Description Guidelines Be clear Indicate scope of authority Be specific Be brief Recheck 8

43. Job Specifications The job specification takes the job description and answers the question, “What human traits and experience are required to do this job well?” 9

44. Jobs Specifications Based on Statistical Analysis The procedure has five steps: 1. Analyze the job and decide how to measure job performance. 2. Select personal traits like finger dexterity that you believe should predict successful performance. 3. Test candidates for these traits. 4. Measure these candidates’ subsequent job performance. 5. Statistically analyze the relationship between the human trait (finger dexterity) and job performance. 10