Training Needs Analysis (TNA) Cycle

Training Needs Analysis (TNA) Cycle Training Needs Analysis (TNA) is the first stage in the systemic training cycle and is also a process the training and human capital professionals undertake to identify any gaps in employee knowledge. The systemic training cycle comprises of the following stages: training design, training delivery, and evaluation). The basic of a basic structure for a modern effective and socially responsible training and development policy is the assessment of the gaps that exist between what the employee actually has and what they require in terms of skills, knowledge and attitudes in term of process. However, the nature and purpose of a TNA can have different meaning and perspectives depending upon the various people and organizations in the process, resulting in misunderstanding about expectations and what can be achieved. Boy dell (1976); one of the earliest writers about TNA, proposed a systematic approach to training needs that had its origins in analyzing requirement through a method based on organizational objectives. It is important that a training policy must provide the basic system and management guide for the people who are involved with the process of designing and developing training manuals within the organization-for example whether manuals must contain the training policy; whether manuals are course-specific or job-specific or departmental specific; who is responsible for designing and whether the media formats of manuals are printed, online, etc Boydell (1976, P.4) stated that A training need exits when the application of systematic training will serve to overcome a particular weakness. He also argued that, The identification of training need must therefore be resolved before training itself can be usefully undertaken. A TNA is an effective way to identify any gap between the skills a business need and those that employees have. It involves gathering information to locate areas where employees could improve the performance, Employee surveys, management observations, customer comment, company meeting and inspection can be utilized to collect this information, A TNA can assist in clarifying the objectives in training staff and this is invaluable for ensuring that money is spent on training that will enhance that achievement of the business objectives. Bartram and Gibson (1994) stated that, Analyzing training needs provides a focus and direction for investment on organization has to make in its people.Similarly, Bee and Bee (2003) asserted that business to close any performance gap. To carry out a TNA, you need to: Analyze your business goals and skills to meet these goals. Determine whether you are changing your products or business processes and what information or training employees will need to be effective in their job. Evaluate who you want to train and how best to reach them Establish how staff will best accept and integrate training and their preferred learning method Evaluate the training in place and decide what your company can and cannot provide in the way of in house training funding and time. Assess which consultants or training provides can fill these gaps. Take a decision on which type of training fits your needs best. Two political considerations influence TNAs were noted by Read (1994) They are: establishing who has ownership of the TNA will indicate whether the finding are ignored or implemented and the person who actually pas for it will indicate the real client, who is normally senior management. However, this systematic approach to TNA inclines to concentrate largely on organizational perspectives. Reid and Barrington (1999) recognized these perspectives, but asserted that these needs can occasionally conflict, e.g. long-term development for an individual and lack of promotion chances may be at variance with each other. It is important to assess kills gaps at all leers of the business. Learning and development are on-going and pro-active (Sloman, 2003). They should not have to wait for business needs and training objectives to be set before embarking on a program. Thus, individuals need to be more responsible for their own learning, rather than waiting for the organization to guide them. Seeking employee input can be particularly revealing as they are ore likely to experience the daily problems that arises when there is a skills gap. This makes them well placed to identify the skills and training they need in order to improve performance. The Meaning of TNA for Different Groups Potential conflicts between the organization managers and recipients about the ownership and purpose of TNA are unhelpful and counter-productive. Research was conducted among three separate groups to examine their understanding of TNA and identify similarities and differences, in order to help in resolving some of the misunderstandings. Passenger transport managers who had been recently queried about training needs; Training managers from other organizations and responsibility from TNA, and Training consultants who work independently and who predominantly design and deliver training based prior TNA investigations. Data collection involved the distribution of the different questionnaires about the purpose and process of conducting TNA to the three groups above. Most of the questions were similar across the groups with additional ones being directed to specific groups depending upon their background. Following u are individual interviews involving each of the groups. The facts were then studied using grounded theory (a method which involves developing a theory derived from the themes emerging from the data). It can be gathered form the table that there are both commonalities and some noticeable differences expressed that business needs were a dominant focus for all groups and that this should be constantly considered throughout the systematic training cycle. Conclusions and Recommendations The analysis revealed a number of findings to which recommendations have been made: Business needs emerged as the main focus of training needs analysis. These business need should be clearly communicated. From an individual perspective, the person may wish to learn different knowledge, skills, and attitudes atc, than those prescribed by the organization. It may be advisable to consider both sets of needs. The various people involved with the TNA process should be aware of their part in the whole process. This should involve clear communication about its purpose, the process and decisions about training will be made. Personnel involving with TNA should be aware of the expectations arising from those who are on the receiving end of the investigation. Often, genuine concerns were raised which were ignored because there are more important priorities, but if so, this should be communicated sensitively. A clear and transparent process will enhance trust in the process and the organization. It will also encourage those in human resource and other management positions to create a more democratic process. Defining Training According to Nadler (1984): Training is the organizational activity which aims to improve an employees performance. Education consists of activities designed to prepare employees for future jobs. Development is those learning activities designed to help the individual employee grow but which are not confined to a particular job. Nearly all companies provide training for their employees but there is a great variation in the amount of educational and developmental activities organized by firms. Training maybe defined as the attempt by an organization to change employees through the learning process so that they are able to execute their jobs as efficiently as possible. Training programmes must be designed to maximize learning. Training may or may not be conducted in a classroom. Learning can take place in a variety of situation, none of which requires a classroom. The Benefits of Training In general, the benefits of training outweigh its costs, even when those positive outcome cannot be evaluated in financial terms. Robert Steinbach (2004) says, Inadequate training leads to poor performance, angry customers and high turnover exactly the kind of problems that keep supervisors too busy to focus or training. Talk about a vicious circle! The advantages of effective training include: Training increases workers productivity Training increases workers job satisfaction Training keeps workers skills and knowledge up-to-date Training helps to motivate workers Training helps to increase worker productivity by improving their ability to do their current job. Learning organizations take proactive steps to retain employees knowledge within the organization. Training is a major financial investment for the employer and reasonable returns are expected. A systemic approach to training is the best way to ensure effective training. The steps to be followed in organizing a training programme are listed below: Identify Training Needs Set training Objectives Design the Training Programme Implement the Training Programme Evaluate the Training Programme Before organizing a training programme, a training needs analysis should be carried out. Timothy Ho Ha Yin (2003) describe a training needs as the gap between an actual situation and the desired situation. Situation may refer to job performance, knowledge, skills, behavior or attitudes. In other word, gap analysis indentifies the difference between what is actually happening and what was planned to happen. The training needs assessment is best conducted upfront, before training solutions are budgeted, designed and delivered. The output of the needs analysis will be a document that specifies why, why, what, who, when, where and how. The document should contain the following questions: Why do people need the training? What skills need imparting? Who needs the training? When will they need the new skills? Where may the training be conducted? How may the new skills be imparted? Thus training is needed when: Individual workers are facing difficulties in performing their jobs satisfactorily. New workers are hired. New technology and procedures are introduced. Individuals are transferred or promoted. A major change such as a merger takes place. In clarifying the purpose of the Training Needs Analysis (TNA), the following should be considered: At the organization level? At the project level for a specific project? or At the department level for specific employees? Your answers to these questions will decide: Who will conduct the Training Needs Analysis (TNA) How the Training Needs Analysis (TNA) will be conducted and What data sources will be used To carry out an analysis of the employees training needs, certain steps should be followed: Identify a performance problem Decide whether the problem is serious enough to justify action Identify the cause of the problem Produce alternative solutions to the problem Choose the best solution and implement Training Needs Analysis (TNA) must be carried out continuously as there is no short-cut to effective training and those involved in indentifying needs may: Require supervisors to prepare a report on the training needs of each and every worker reporting to them, especially new staff undergoing probation. Require all workers to periodically assess their own knowledge and skills and apply to attend training in areas in which they are weak. Require workers to evaluate the strengths and weakness of supervisors, so that appropriate training can be organized for and supervisors who are unable to effectively manage their sections well. The focus of these involved in organizing training must be the needs of the employees and the organization. To ensure only, relevant programmes are offered, some organizations utilize a competency approach whereby a careful analysis is conducted of each job grouping in the organization to identify the competencies heeded by employees at various levels in the job concerned. An example is shown below: Set Training Objectives As the main aim of training is to improve employees abilities and performance on the job, hence clear and specific objectives for each programme must be tabled. The objectives should be quantified as measurable objectives which are crucial in the evaluating process. They also act as a guideline to the trainee as what is expected of him/her. As Mager (1984) says If you know where you are going, you have a better chance of getting there. An ideal training programme objective comprises of three parts and includes a statement of: Terminal behavior Standards to be achieved Conditions of performance Training Needs Analysis Method Employee Performance Appraisal During the final part of the performance appraisal discussion, each workers manager discusses training and development needs. In general, the manager constructs an employee Performance Development Plan in collaboration with the employee being appraised. The Plan takes into consideration: the organizations strategies and plans agreed employee goals and targets the employees performance results the employees role description feedback from internal/external customers and stakeholders, and the employees state career aspirations Improvement Project To carry out this successfully, the performance consultant needs to be familiar in process improvement methods and employee motivation theory and practice. Examples of improvement projects include planned and structured attempts to decrease the incidence of product defects, increase sales volume and reduce the number of customer complaints. The causes of underperformance needs to be determined through a series of structured questions. Possible causes and solutions are discussed and training solutions identified, where appropriate. When training is identified as suitable solution, we recommend a training needs analysis questionnaire (with the suitable stakeholders) which will give you the information needed to the program design phase. An effective Training Needs Analysis questionnaire worksheet will cover at least the following areas: Training Needs Analysis Context: Project Sponsor Reason for Request Participant Roles Organizational Objectives Training Program Objectives Target Population Number of Participants Location Department Education/Experience Background Current Job Experience Current Performance vs Expected Performance Language/Cultural Differences Anticipated Attitudes Task Description Task Description Frequency Proficiency Performance Criteria Conditions Underpinning Knowledge Constructing a Training Calendar The main objective of this tool is to ensure that it needs to be tailored for your specific organizations real needs as many managers are not skilled in identifying which of their problems can be solved by training and which cannot. Make sure you engage in constructive communication about what their real problems are and which of them can be addressed through training. Consult your management team by studying which of the following areas required to be included in your training calendar: management, leadership and supervision skills soft skills, such as communication and conflict resolution environment, health and safety human resource processes, such as performance management business skills, such as strategy, planning and process improvement technical line and staff skills such as telephone etiquette and inventory management Data Sources In conducting a Training Needs Analysis (TNA), a number of factors have to be considered before selecting which data sources. These factors include: the amount of time you have available the human resources you have available the level of accuracy you require the reliability of each data source the accessibility of each data source The data sources that you have available may include: interviews/surveys with supervisors/managers interview/surveys with employees employee performance appraisal documents organizations strategic planning documents organization/department operational plans organization/department key performance indicators customer complaints critical incidents product/service quality data Techniques for Determining Specific Training Needs A number of practical methods can be used to gather data about employees performance. None of these methods can stand alone. Always use at least two. One of those that should be chosen should always be observation. Observation Interviews Questionnaires Job Descriptions The Difficulty Analysis Problem Solving Conference Appraisal Reviews Drive Pattern Identity Analysis of organizational Policy Whatever the method used to identify training needs, at least the following three points must be kept in view: These methods should be used in combination, that is, there should be no dependence on only one method. They may be used to identify training needs of each of the various groups of employees. They should be applied to individual employees since training needs vary with each employee. Sales Staff Training Needs Analysis Telecoms Malaysia, a major telecommunication provider, is hiring sales staff for its business. The skills included are important in our sales representatives who are dealing with customers directly, Thank you for your time completing this analysis. At Telecoms Malaysia we are examining our human resources needs and exploring what can be done to provide our employees with the resources and materials you need in order to do your job most effectively. Building sales competencies will be a critical strategy for growth and planning. Thank you for your time and energy in making Telecoms Malaysia the best it can be. In the questionnaire below, place a check mark in the column that reflects your current level of skill or ability for each skill listed. Rank your skills on a sliding scale, with 1 being poor or beginner-level skills and 5 being strong skills or more advanced experience in that area. Your responses will help us determine your current skill set, so we can plan the most effective training program to help you excel at your job. How to Use this Training Needs Analysis Questionnaire Whenever youre conducting a training needs analysis, youre looking to evaluate the current skills of your staff so you can figure out what areas they need the most training in. Having a proper training plan in place means that workers can work more productively and efficiently, because theyll have the skills they need to get the job done right. After distributing a training needs analysis questionnaire like the one above, you have to analyze the results. The first step of doing that is deciding which of the skills listed are the most important to your business. Mark them or highlight them. Then look at those most important skills and see which of them has the lowest ranking based on employee feedback (the most 1s and 2s for example). These should be your priority areas for employee training. Theyre the weakest skill sets in the most important areas for your company. Once youve taken care of training in those areas, you can decide if the questionnaire results show training in other, less important, areas is also worth pursuing.

Automobiles: Symbol of Status Essay

As I roamed around the campus and interviewed people, asking questions with regard to automobiles, I realized that people from UP Baguio perceive things differently and diversely. Of all the answers that I gathered from different sectors of UP Baguio, from the students, faculties and even staffs this statement was the most strucking for me. One of our sanitary janitors told me † Alam mo, ang tao nahahati lang naman yan sa dalawa e. Yung mga taong meron at yung mga taong wala- yung mga taong may kotse at yung mga taong wala nito. At kung tatanungin mo ako kung importante ang pagkakaroon ng lugan (kotse), ang sagot ko ay oo, dahil kung may kotse ka ibig sabihin nun angat ka at nakalampas ka na sa pagiging mahirap. † Overview: Cars as status symbol before and now. From earliest times, people have felt a need to set themselves apart from others in the society in which they live. As Weber would put, it is status that sets as from others and thus it is through evaluation of other people where we can find our place in the society. By this, often this competitive desire takes the shape of acquiring material items to symbolize one’s uniqueness. These â€Å"status symbols† can come in many shapes and sizes. This paper primarily would talk about automobiles (particularly cars) as a mark of distinction and as a status symbol. Since cars have long been another common status symbol. Since the beginning of the twentieth century, the automobile has been one of the most powerful and pervasive status symbols (Brown, 1998). This paper aims to answer two things 1.) Can cars be considered as a status symbol in the UPB community? 2. ) How does one define and associate cars into ones status? Randomly, I interviewed different people in the academe; it may be a student, teachers and staffs. I decided not to limit myself into just one sector of the university for this can result to hasty generalizations. I have interviewed them in a manner by which I can get their idea with regard to their view of considering cars as status symbol and how it is reflective with their classes in the society. En masse the students, teachers and staffs of UPB community considered cars as a status symbol. Surprisingly, the general idea behind cars as status symbol comes from varied point of views of all the individuals within the different academe of the UPB community. Generally, having an automobile is a symbol of one’s success in the UPB community. More definitively, it is a two way perception of owning a car. The intention of the consumer owning a car, to show a distinction and power, and the counteraction of the community involved of one individual owning a car. During the interview, there are different views and perspectives with regard on the association of a car into his/ her status. Generally, the data I gathered boils down into one answer. Their answer â€Å"it depends on what car. † In a nutshell the people I’ve talked to considerer the model of the car in defining their status. One would say that † e kung ang kotse ko e ung mga parang fx lang na mga taxi†¦ instead na iangat nya ako, pinapababa niya ang status ko. † Through this statement instead of a car being a status symbol for those who have, it became a status symbol for the have-nots. In another statement, â€Å"ako kung bibili ako ng kotse, gusto ko yung magiging pogi ako pag nakasakay ako dun†¦ kahit mahirap lang ako.. igagapang kong magkaroon ng magarang sasakyan. † This assertion is a manifestation of spending of money for and the acquiring of luxury goods and services to publicly display economic power thus a conspicuous consumer for that matter. In today’s car market, the options of status cars are seemingly endless. The choices are vast, going from a foreign sports car to an American SUV. The SUV has been described as â€Å"the most ostentatious popular product of car culture† (Morewood,2007). The size of the SUV alone makes it a very visible status symbol. Through this, there are many ways to associate cars into ones status. It may depend on the car’, its brand, performance and its seating capacity too. The lesser the passenger, the more classy your car is. With regard to class, according to the simple interviews it came out the even those people who perceived themselves as lower class find it needy to have a car, not because they want it for display but rather for its function for transport. As to the middle class, as we can see there are different tact on how they view a car, some want it for public display, some find it as something that accentuates their physical aspect or â€Å"pampapogi. † As put forward by Sernau (2011: 103) citing Weber (n. d), we can speak of class when 1. ) a number of people have in common a specific causal component of their life chances, insofar as, (2) this component is represented exclusively by economic interests in the possession of goods and opportunities for income and (3) is represented under the conditions of the commodity or labor markets. In conclusion, as seen in this simple study, there are many different ways on how a car can be presented by different people and this is not only through the economic aspect but also on the power play of the individuals of those who owns and at the same time the one who view it. Divisions based on these status may depend on his/ her opportunities and life chances and how it is depicted by the society. In this relation, using cars as something that marks distinction through its model, brand, effect on people, prestige etc can be reflective on how people will evaluate us in terms of set of ideals and values.

Essay on In Defense of Elitism - 1068 Words

â€Å"In Defense of Elitism† Summary nbsp;nbsp;nbsp;nbsp;nbsp;The dominant theme in this essay appears to be this: post war social changes such as offering increased university admission promote the view of egalitarianism in education. The author’s main issue with â€Å"secondary† education is the sheer numbers of our population that the United States as a whole educates. According to Mr. Henry, the United States educates nearly thirty percent of high school graduates who go on to a four year bachelor’s degree. He believes that the increased number of graduates has led to a workforce of mediocrity. In the author’s comparison to other leading countries, the United States has academic standards and achievement requirements which do not†¦show more content†¦He believed that there should be less people leading and more following; more money for the rich and less money for the poor. The regular belief among youth of the author’s generation is stated in the following quote from Mr. Henry. â€Å"In the unexamined American Dream rhetoric promoting mass higher education in the nation of my youth, the implicit vision was that one day everyone, or at least practically everyone, would be a manager or a professional.† (Henry 172) The author believed that this reality was the building block of a wall of lies concerning secondary education. These lies have led to more institutions being opened in order to accommodate the increase in degree seeking students, as well as the steady flow of money coming in. These same lies have also led to a large number of graduates not having the aptitude or ability to maintain a career in a degree required field. Soapbox It is my opinion that the author listed several good arguments to support his theory. For instance, the high number of degree recipients working in a non-degree related field supports his ideas. A major point of interest for me in this essay was the fact that the issue of civil, natural rights does not seem to warrant a discussion at any point. Were these thoughts the author simply did not have or were they left out intentionally in an effort to further his point? The Author seemed much more concerned aboutShow MoreRelatedIn Defense of Liberty and Education for All1626 Words   |  7 PagesIn Defense of Liberty and Education for All How does a society become socially free and have equal opportunity for all its citizens? According to the conventional democratic American belief, all people should be granted the same educational opportunities so that everyone has the fair chance to succeed in society. However, in William A. 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Just As We Do On Our World Montag By F. Scott Fitzgerald

Just as we do in our world Montag, the protagonist, follows the laws of society and is just a ordinary fireman, living an ordinary life. At first Montag is portrayed as typical brainwashed member of society but throughout novel changes becoming a wise, confident, and brave leader that inspires followers. Montag’s duty as a fireman is to destroy knowledge that is in books and promote the burning of them in order to provide happiness to the civilians of the society. Montag later encounters Clarisse, a young girl who questions everything about the society, and Faber an old professor who believes in learning. They both give him doubt about the society s rules; causing him to change his beliefs, which contributes to his struggles to conform and all the while starting to object the rules of society. After finding Faber and Clarisse Montage begins to release his tension voicing his questions to others in the society including his wife mildred. While Faber is a coward hiding in t he shadows, Montag is brave. He unwisely and naively mistakenly shares his questioning of the society with authority figures, Beatty and the other fire men, Mildred and her friends, and by bringing the books around in the subway. In this way Montag openly challenges the society, even if it mean being sent to jail. Montag is continually trying to fight against the lies and tactics, that the government is using to try to dominate the civilians. Finally Beatty sees what is happening and confrontsShow MoreRelatedThe Great Gatsby, by F. Scott Fitzgerald and Fahrenheit 451, by Ray Bradbury846 Words   |  4 PagesWe as humans tend to have an unquenchable thirst for knowledge. We look for knowledge about everybody and everything that surrounds us from our day-to-day life. Sadly though, we must accept that in the grand scheme of life we (as a society) tend to put pleasure above our quest for knowledge. The pursuit of knowledge tends to take time and energy, two things we call invaluabl e, and it also shows us things that might depress us. Contrastingly, ignorance takes no time and energy. Also, (as the commonRead MoreThe Depiction Of Society In Bradburys Fahrenheit 4511335 Words   |  6 Pages451, Brave New World, and 1984 the authors depict what they imagine the future will be like. Society today is corrupted by advanced technology, plagued by censorship, and intimate communication has been shattered. Although each novel has something comparable to today’s society, Bradbury’s depiction of society in Fahrenheit 451 is very comparable to America today. The society in the novel Fahrenheit 451 uses censorship to eliminate one’s feeling of offense or uncomfortableness just like it is used