Conducting training needs assessment or analysis to help you address the target, allocate the right resources, time and energy.
Dear Mahfuz
It is very necessary to conduct training needs analysis by answering the following questions to get the best outcome for the organization from the training.
Why
Who
What
How
When
Dear Mahfuz
It is very necessary to conduct training needs analysis by answering the following questions to get the best outcome for the organization from the training.
Why
Who
What
How
When
Dear Mahfuz
Indeed, it is very critical for any organization to comprehensively look at its training needs. Often, it is organized intuitively, without going into what competencies employees already possess, and how these should be aligned with the organizational needs so that the gap between the present and the desired could be filled up.
For effective training needs assessment, the best approach is to empower the employees so that they feel the need to improve their skills on their own. They should be involved in this exercise. The feedback of the supervisor can also be a good supplement to the needs assessment. The trainee should also be told the needs assessment as part of the objective of the training being imparted.
The attached article can be of help in this regard. .
http://web.b.ebscohost.com/ehost/detail?vid=13&sid=6658f237-08cd-459e-bccf-5dceba9d5abb%40sessionmgr114&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=bth&AN=48656826
Dear Nageswara,
Your directing slogans are really universal.
Why
Who
What
How
When
They can be used focusing all the subjects of RG.
Training Needs Assessment determines the purpose and learning objectives of the training in programs intended to be designed and conducted in organizations. I believe without training needs analysis, there will be no effective training.
This is necessary as training takes time from the trainees and time form the trainers. External speakers are also paid. So resources are involved.
In addition, after a trainign programme is finished, feedback from trainees should be sought and analysed.
Post-training assessment or evaluation is like controlling the quality before it becomes available to the market.
This is a must after each training period is over to judge how good the trainee in learning and assimilating the subject and how good the trainer to transmit the knowledge to the fellow learner. Both ways this requirement is a must.
By doing so effective measures are usually taken to improve the process for a more favorable and effective outcome to address the target, allocate the right resources, time and energy.
Thank you Andras. True they can be applied for any situation with proper paraphrasing. What I really had in mind is
Why - Performance deficiency
Who - are people involved?
What – the best way to perform the specific job?
How - Performance deficiency can be corrected? by training
When – should the training take place?
Here is an interesting paper about needs assessment.
http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf
The explanation by dear Nageswara is really helpful, as it clarifieswhat he meant by the four Ws and the How. The paper attached is very interesting too.
Dear Nageshwara, really great inputs, completely agree with you...
Yes, we require assessment of training to identify positive as well as negative results of training...
Reputation is very important to know the extent of the impact of training in which the trainee comes across a test to measure the extent of absorption of the apprentice training materials, as well as through workshops and the development of the trainee at the site of the trainers.
I am sorry Andras. I was actually rushing to the airport in Seattle to catch my flight back.
Dear Nages
.
This truly is commitment to scholarship. Much appreciated. Both the content and intent are praiseworthy.
With a training needs assessment an employer can hit the target of training to where the true need exists.
We must also realize that the training intervention by itself can not transform an organization so as to attain competitive superiority. Due to the rising chaos in the economic environment, organizations are trying to attain a still higher state of capability through becoming a learning organization (LO). Peter Senge has defined an LO as follows: "A learning organization is one, which continuously creates it own future." Eventually, training need analysis and delivering effective training become part of a larger goal of building an LO.
Management should identify the training objectives that will achieve the overall goals identified during the needs assessment.
The need for assessment is to determine if objectives were met and goal achieved if not then we need more training.
Yes Nasser, I agree with all you have said. The need for assessment is to determine if objectives were met and goal achieved if not then we need more training.
Effective training is the one that achieves the desired goals within the organization through the development of human resource who works within the institution.
Assessment is very important otherwise the given training will simply be transmitted in air...........
Training can be effective through communication between individuals or institutions, because the communication facilitates the transfer of expertise and training to accept the training materials and trainers.
Some academics who work in high positions in universities, such as Deans or Department Heads do not accept the idea of attending or participating in a training course.
I do think that such high ranking University officials make a mistake while they do not attend training courses. Before, an assessment process should take place. It serves as a diagnostic tool for determining what training needs have to take place. Without a clear understanding of needs, training efforts are at best randomly useful and at worst, useless.
Dear Mahfuz, I fully agree that those in positions of power never feel the need for training, even as it is very important for them as well. Today, I had a 3-hour session on "Leading Employee Engagement" with some top 45 police, administrative, and army officers in Indian Institute of Public Administration. But i discovered that they are so much obsessed with the authority that they exercise, they do not want to see the relevance of all new that is happening in the world, because the new model questions the way they exercise power and misuse authority.
Effective training must have a tangible results, in fact, is helping factors in the need to be in training workshops already actually touch any institution Mojoj what is being explained in the training material is not just theory, but will be applicable after considering the needs of the institution
Is training the right solution to workplace problems? To answer this, it is indispensable to conduct a training needs assessment. This assessment is an “ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives. In other words, it is the “process of collecting information about an expressed or implied organizational need that could be met by conducting training.
Essentially, a training needs assessment is a process through which a trainer collects and analyzes information, then creates a training plan. This process determines the need for the training; identifies training needs; and examines the type and scope of resources needed to support training:
Why Conduct a Training Needs Assessment?
A training needs assessment often reveals the need for well-targeted training. Conducting an effective assessment ensures that training is the appropriate solution to a performance deficiency. In some cases, increasing an employee’s knowledge and skills may not resolve the problem or deficiency. In such cases, implementing training as the solution may waste valuable resources and time.
Training needs assessment can help determine current performance or knowledge levels related to a specific activity, as well as indicate the optimal performance or knowledge level needed. A needs assessment collects information about worker competence or about the task itself in order to help identify problem causes.
For training needs assessment to be effective, its conductor must clearly understand the problem and consider all solutions, not just training, before determining the best solution and presenting findings to management. “When properly done, a needs analysis is a wise investment for the organization. It saves time, money and effort by working on the right problems. Costly mistakes can arise when an organization fails to conduct a training needs assessment or conducts one ineffectively.
Training Needs Assessment
Traditionally, a training needs assessment asks employees to list or rank desired training courses. Such an approach can include many employees. However, while the results may temporarily boost employee morale, the success in actually improving employee performance on the job is limited. This may be because such an approach is not performance-based and employees often identify their training wants versus their training needs.
McClelland (1993) discusses an open-systems model for conducting training needs assessments. This model involves an 11-step approach to conducting a training needs assessment:
1) Define assessment goals.
2) Determine assessment group.
3) Determine availability of qualified resources to conduct and oversee the project.
4) Gain senior management support and commitment.
5) Review/select assessment methods/instruments.
6) Determine critical time frames.
7) Schedule and implement.
8) Gather feedback.
9) Analyze feedback.
10) Draw conclusions.
11) Present findings and recommendations.
Barbazette (2006) indicates that a training needs assessment answers typical questions such as why, who, how, what and when.
•Why: Asking why helps to tie the performance deficiency to a business need and examines whether the benefit of the training is greater than the cost of the current deficiency.
•Who: Asking who is involved in the performance deficiency will reveal the target audience and help the trainer customize the program accordingly. It also is important to identify anyone else who may benefit from the training.
•How: Asking how the performance deficiency can be corrected helps determine whether training is the correct solution. It examines whether a skill or knowledge deficiency led to the problem.
•What: Asking what is the best way to perform a specific job task will help to achieve desired results. Perhaps standard operating procedures outline how to perform a task or maybe government regulations must be considered when completing a task.The trainer also must determine what occupations are involved in the deficiency. This helps identify critical tasks that have the potential to produce personal or property damage. This process may involve reviewing accident data and records, and interviewing various employees to gain insight.
•When: Asking when training can best take place helps minimize impact on the business. Also, it is important to ask what else is needed to ensure that the training
is delivered successfully.
To determine what type of model or guidelines to follow when selecting training needs analysis technique, Brown (2002) suggests asking the following questions:
1) What is the nature of the problem being addressed by instruction?
2) How have training needs been identified in the past and with what results?
3) What is the budget for the analysis?
4) How is training needs analysis perceived in the organization?
5) Who is available to help conduct the training needs analysis?
6) What are the time frames for completing the exercise?
7) What will be the measure of a successful training needs analysis report?
The amount of time spent conducting a training needs assessment varies based on organizational needs, resources, amount of time available and management commitment. However, the basic steps in conducting a training needs assessment
include:
1) Determine the purpose for the needs assessment and what questions need to be answered. Typically, needs assessments are used to provide data for budgeting or scheduling purposes. However, one should consider other needs, such as identifying individual skill or knowledge needs, organizational development needs, financial planning, staffing concerns and performance improvement needs.
2) Gather data. A wealth of knowledge can be collected by using tools such as observations, questionnaires, interviews, performance appraisals, focus groups, advisory groups, tests and document reviews. The best approach may involve a combination of methods such as focus groups followed by observation that may reinforce or support the focus group findings.
A significant amount of information is available regarding the proper design of questionnaires, as well as how to properly word interview questions so that they are not leading or too limited to gather valuable information. This topic is beyond the scope of this article
3) Analyze data. This step involves identifying any discrepancies or gaps between employees’ current skills and knowledge and those required or desired for the job.
4) Determine what needs can be met by training. Identify performance problems that can be corrected by increasing employees’ skills or knowledge base. Problems related to issues such as motivation, morale, resources, system design or learning disabilities should not be addressed by training.
5) Propose solutions. If the solution is related to a training deficiency, then a formal or informal training program may be needed.
In an academic setting and in the best of all possible worlds, Professors should gather in small groups to discuss pertinent topics. By talking though a subject with colleagues, one indirectly enters into a training process. From that point of view, teaching becomes an extended conversation (with students), working through a topic in an introductory way that mirrors working through advanced topics in discussions with colleagues.
For effective training, assessment is needed to improve the skills of the employees. They should be involved in this exercise. The feedback of the supervisor can also be useful. The trainee should also be told of the importance of assessment as part of the training.
Including me everyone in charge of their Organization Learning knew that Assessment is key for evolving a Training programme to become effective. However, in reality right from the stage of identification, nomination, bring them to session (literally it is removing them from work place), coordinating the activity and providing the support process takes the whole time of the training team... end of the session when the feedback form goes, it is just a customary to scribble something and handover to the facilitating person..
The Way forward
So, In our organization, We made a practice after the training, may be within that week after 3 days of training completion... the training coordinator visits the shop floor and talks the individual participants and gathers inputs. Later the trainer (if in house facilitator) their observations and feedback is also taken. Once a month we review the feedback, before the next month calendar is officially circulated to the department heads.
Changed Metrics
Assignments in place after training
I believe that (Over every possessor of knowledge there is one who knows more). I think all the staff (high or low positions) within an organization or a university ought to be trained & they ought to be tested as well. In some 3rd world countries, there are persons who reached top positions by virtue of connections & affiliations. It is astonishing that they refuse to take, at least, a single course in the principles of modern administration.
Dear Krishnan, you have raised a very important issue. Feedback of training sessions is a very important issue. If the coordinator wants, s/he can find ways and means to make them fill up the feedback form seriously.
Evaluation process of training is very essential in analyzing the final results of your training. Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development stated four levels of evaluation model that essentially measure:
• reaction - what participants thought and felt about the training
• learning - the resulting increase in knowledge or capability
• behavior - extent of behavior and capability improvement and implementation/application
• results - the effects on the business or environment resulting from the participant's performance
All these measures are recommended for full and meaningful evaluation of learning in all types of organizations.
For more details on the evaluation of training we may look at the following link:
http://www.mindtools.com/pages/article/kirkpatrick.htm
First of all, the purpose of any assessment is to find out to what extent the training is effective. It seems so pretty idea but you have to find or create effective, reliable and valid assessment tools and assessors. Otherwise, your intention to assess will not serve for the purpose. On the other hand, after deciding to assess the training, you have to decide what level of learning (referring to Bloom's taxonomy of learning) is effective for the trainees, and you have to design assessment tools accordingly. Will you assess, knowledge, understanding, analysis, synthesis, evaluation, creativity, approval or rejection? Although all trainees go through the same training sessions, they are never at the same level of belief, attitude and acquisition. Maybe an affective assessor with sensitive assessment tools can come up with a full spectrum to depict the existing situation.
Dear Turan, you have put it so nicely. It always happens that the trainer gets the highest feedback in the assessment, but one or two trainees still give him the lowest feedback. So, the assessment tool needs to be very carefully devised and validated.
In fact, one of the problems in training assessment is the limited number of trainees. Any outlier value (even from one trainee) can significantly affect the assessment. Usually, it is difficult to get a Normal Distribution in training courses.
there is discussion on the outliers, in another section. think about exclusion. on the other hand - individuals are of different cappabilities.
For me there are two important reasons for assessment.
The student should get information about his progress and success. This will improve his satisfaction and engagement.
The lecturer or teacher must give the assessment, because without this act, teaching is just action or excretion into the vacuum. The teacher must work with feedback.
Yes dear Hanno,
I agree with you that there are two important reasons for assessment; The student should get information about her/his progress and success, and the instructor must give the assessment.
@ Debi
I take your suggestion,"If the coordinator wants, s/he can find ways and means to make them fill up the feedback form seriously. "... Let me again find out a solution.
Dear Mahfuz,
Conducting needs assessment is fundamental to the success of a training program. Often, organizations will develop and implement training without first conducting a needs analysis. These organizations run the risk of overdoing training, doing too little training or missing the point completely.
There are reasons why needs analysis must be done before training programs are developed, including and not limited to identifying specific problem areas in the organization, obtaining management support, developing data for evaluation and determining the costs and benefits of the training.
Dear Joshua,
The purpose of training is reduce, if not eliminate, the gap between the required and the current knowledge or skills.The data on the current knowledge or skills shall serve as the baseline data, and can be considered vital to the planning, executing, and evaluation of the training program.
"The TNA process helps the trainer and the person requesting training to specify the training need or performance deficiency. Assessments can be formal (using survey and interview techniques) or informal (asking some questions of those involved)". (Barbazette, 2006)
Dear Mahfuz,
I suggest the following.
Individual wellbeing, organizational and social, through the assessment and development of soft skills
Introduction
Faced with globalization, competition and uncertainty fully spread, it is increasingly important to focus awareness and balance of individuals, so that they will deal with the instability and develop their positive contribution to groups, organizations and social in general. "Flexibility" and "specialization" are two of the watchwords of today's economic environment. Not to prove two claims contradict each other, you must provide workers with a solid training in soft skills, understood as continuous monitoring of its powers, which allows a better understanding of the direction to take, overcoming the tendency to entrenchment "hiyper-specialism” (Palumbo, 2013a).
Relations with the well-being
The implementation of soft skills has direct effects on the motivations, own well-being, organizational and social.
It is important for health, personal and collective well-being, to be aware of our psychological aspects and the influence these can have on us when we are not aware.
Learn to look inside and become ”researchers'' towards the another, means gradually able to see and at least in part to overcome our fears and to avoid that fate decides for us (Palumbo, 2006; 2010; 2011).
Determining the Extent of the Assessment and Evaluation
The extent of the needs assessment and evaluation has to be determined for each training programme. For a short, low-budget training programme it may not be necessary or feasible to start with a broad initial information gathering or engaging in evaluation on an organizational level. The more large-scale the training programme is the more extensive the assessment and evaluation have to be. As a minimum the assessment should identify barriers to transfer of learning and factors that might prevent the training from having any result at all. The potential training participants’ existing knowledge, skills or attitudes also need to be identified. For evaluation every training should include at least evaluation of the participants’ reactions to the event and what they learned from the training. There is an ongoing debate on how far evaluations can and should be taken. This manual focuses on how to determine the outputs and outcomes of training, instead of grappling with the theory of whether or not it results in impacts at a city, regional or national level in the long-term.
http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=24&ved=0CCoQFjADOBQ&url=http%3A%2F%2Funhabitat.org%2F%3Fwpdmact%3Dprocess%26did%3DNTAwLmhvdGxpbms%3D&ei=lX5PVPv9Fo2w7Aao6IGQBA&usg=AFQjCNEzg_J-V8sSQUlwnqgeBBORn-ENxA&sig2=1JiDAnk1aJt_DXfpy65foQ&bvm=bv.77880786,d.ZWU&cad=rja
- Badges
- Science topic
- Similar topics
- Organizational Psychology
- Training