trainning and development

1. Unit - 2

3. TRAINING NEEDS ASSESSMENT
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4. “Remember, training is not
what is ultimately
important… performance is.”
-Marc Rosenberg
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5. Needs Assessment Definition
A needs assessment is the process
of identifying performance
requirements and the "gap"
between what performance is
required and what presently exists.
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6. Training Need Analysis
 Is the first step in training process to determine who
requires training , what kind of training is required
and why a particular training is required

7. Difference in Need Assessment &
Analysis
 Need Assessment : We attempt to find out what is the
current level or nature of knowledge , skill or attitude
at individual , group or organizational level to
determine the future course of HRD activities
 Need Analysis : We examine the cause of failure or non
performance so as to see whether inadequate or
inappropriate training was one of the reason.
It is more Important because lack of
competency is not the only reason for failure. It could
be like Negative Org. climate , natural disaster etc..

8. Types of Need

9. Democratic Needs
 Options for training / HRD that are preferred
, selected or voted for by employees or managers or
both.
 Programmes that address these needs are likely to be
accepted and desired by organization members.
 Democratic needs can be used to build support for
HRD programmes.

10. Diagnostic Needs
 Focus on the factors that lead to effective performance
and prevent performance problems rather than
emphasizing on existing problems.
 Identified by studying the different factors that may
affect performance
 Goal is to determine how effective performance can be
obtained.

11. Analytic Needs
 Identify new and better ways to perform a task
 These needs are discovered by intuition , insight or
expert consideration

12. Compliance Needs
 Mandatory by Law
 This needs often deal with mandated training
programmes such as safety training , Prevention of
sexual harassment programmes , training under
apprentice act etc…

13. Levels of Training Need Analysis
Organizational
Analysis
Task Clarify
Analysis Objectives
Person
Analysis
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14. Organizational or Strategic Analysis
 Purpose is to examine the organization unit or Dept
 And determine its Basic strategy , objectives , and
goals
 In dealing with changing Business Environment , the
Org. may focus on the company’s new business goals &
challenges
 In Conducting org analysis , the company may
consider issues like:

15.  Increased Competition
 More demand for customized products
 Increased needs on cooperation among companies
 Research & innovation
 Merger & acquisition
 Business strategies of the rival companies
Org Analysis must also take into account
the product & market Diversification plan ,
geographical spreads , cost – cutting and profit
maximization proposals.
 The sources for org analysis may include org climate
measure , current performance data

16. Task analysis
 What must be done to perform a job or complete a
process successfully
 Also called KSA analysis
 Job Evaluation , job specification (Detail of Person)
, job description (role of the job)
 Superior performers in the jobs can give valuable
information
 Task analysis is a systematic collection of data about a
specific job to determine what an employee should
taught to achieve optimal performance

17.  Results of a task analysis include standards of
performance
 How task should be performed?
 Variety of data sources are available including
observing the job , asking questions about the job
 4 steps involved
- Develop a list of task statements : using
observations , interview develop a list of task
performed in a given sob
- Develop a list of task clusters: useful for
organizing large number of tasks. It means segregating
tasks into groups in accordance with their similarilities

18. - Develop a list of KSA’s : identify the KSA need for
the performance
- Assess the importance of the tasks : which of the
tasks are most critical for successful performance of
the job and difficulties in mastering them

19. Person Analysis
 It is to find out who needs to be trained and what kind
of training they need
 Finding out the individual KSA against the successful
performance of the job given
 Education qualification , work experience , skill set
, motivational level , attitude matters a lot in person
analysis
 It is done individually
 Performance appraisal report , self -
perception, observations are important sources

20. Several ways to determine
employee deficiencies
 Examine the measures of job performance :
performance report , work record of actual
performance will give enough data Ex: any employee
receive less than satisfactory rating on job might be
considered as deficient in that area. Measures of job
performance is helpful only in case of existing
employees in their existing role.
 Proficiency test or simulations: Some person may
have the capability but might not get the chance to
prove it

21. 6 Component analyses of needs
 Context Anlysis : Reason for which the training is
desired. The important question being answered by
this anlysis are
 Who decided that training should be conducted
 Why a training prog. Is seen as the recommended solution to a
business problem

22.  Participant s Analysis: It is the analysis dealing with
potential learners and instructors involved in the
process. The imp quest. Answered are – who will
receive the training and their level of existing
knowledge in the subject , what is their learning style
and who will conduct the training and their expertise
to do so
 Work Analysis: It is analysis of tasks being
performed. It involves examining activities , tasks and
role of the job and the competency requirement for
effective performance. Also task analysis or job analysis
it specify the duties and skill level required

23.  Content Analysis: This involves analysis of document
, manuals , laws or procedure used on the job. It
answer the question about what knowledge or
information is used on the job successful performance.
It is Imp that content of the training does not conflict
or contradict with job requirement.
 Suitability Analysis: Whether training is the desired
solution. Training is one of the several solution to
performance problem. But it may not always be the
best solution.
 Cost Benefit Analysis: Analysis of ROI ( Return on
Investment) of training. Effective training should
result in return of value to the org. that is greater than
the initial investment.

24. Sources of Data for TNA
 Person Analysis : Education & experience ,
performance appraisal , supervisor report , customer
complaints
 Organizational Analysis : Business Plan ,
performance report , audits , inspection , law , market
condition
 Task analysis : job analysis , expert opinion , safety
aspects.

25. Objectives of Training
 To impart knowledge and skill
 Equip employees meet the changing
requirements
 New ways of performing the job
 Building competent employees
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26. A training objective has three components:
 A statement of what the employee is expected to do
(performance or outcome).
 A statement of the quality or level of performance that
is acceptable (criterion).
 A statement of the conditions under which the trainee
is expected to perform the desired outcome
(conditions).

27. Advantages and Disadvantages of Needs Assessment Techniques
Technique Advantages Disadvantages
Observation Generates data relevant to Needs skilled observer.
work environment. Employees’ behavior may be
Minimizes interruption of affected by being observed.
work.
Questionnaires Inexpensive Requires time.
Can collect data from a Possible low return rates,
large number of persons. inappropriate responses.
Data easily summarized. Lacks detail.
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28. Advantages and Disadvantages of Needs Assessment Techniques
(continued)
Technique Advantages Disadvantages
Read technical Good source of information on You may not be able to
manuals and records procedure. understand technical language.
Objective. Materials may be obsolete.
Good source of task
information for new jobs and
jobs in the process of being
created.
Interview subject Good at uncovering details of Time consuming.
matter experts training needs. Difficult to analyze.
Good at uncovering causes Needs skilled interviewer.
and solutions of problems.
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29. Training Design
 The design of a training program refers to its items , courses
or subjects, which are aimed at enabling the program to
achieve the desired training objectives.
 A technique of arranging the course content in a logical
manner, so as to enable the trainees to learn maximum from
the training course.
 The program contents must be carefully selected, the
contents should determine the success of the program, and
justify the organization’s investment in the program.
 Training design plays an important role in case of the training
process; the effectiveness of the training is determined by
the training design.

30. Eight steps for effective training
programs
Step 1:
 Define purpose of training and target audience
 Be clear about what your training needs hope to
accomplish; prioritize
 Be clear who your target audience will be.

31. Step 2: Determine Participants’ needs
 The more accurately you know the needs of your
participants the better your training design will be. Find
out their needs and expectation by:
• Get participants to complete a brief, written
survey
• Survey a random sample of participants
 Ask them:
- current roles and responsibilities
- previous training on this topic
- reasons for attendance
- specific needs and expectation of event
 Review past evaluation and feedback forms
 Collect information early and use it to design your
training

32. Step 3: Define training objectives
 Clearly defined objective provide criteria for:
Clarifying expect outcomes
Outlining training content
Planning specific training activities
Selecting/developing material
Designing evaluation procedures
Communicating program intent to participants &
others
Ensuring training is realistic and appropriate
Develop overall and segment (lesson) objective
Present them to participants at start of each
segment.

33. Step 4: Outline training content
 Trainings gives 3 components: an introduction; a
learning component and a wrap-up and evaluation
component.
 Introduction: Establish a positive learning
environment; stimulate interest; reduce anxiety and
build bonds. Include some content into introductory
activities
 Learning component: Concepts and ideas taught
and explored; skills demonstrated, practiced and
discussed.
 Wrap-up and evaluation component: Here ‘pull it
all together’. Highlight essential learnings; summarize
central concepts and themes; describe next steps.
Open up for questions, concerns, feedback.
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34. Step 5: Develop instructional activities
• Organize activities so that outcomes identified are
achieved. Activities should have an introduction, a
main segment and a wrap-up segment.
• Effective training design takes into account principles
of adult learning; group size; participant learning
style; prior experience/education level of
participants, type of skill or information to be
presented, and so on.
 Strategies that promote active learning include
brainstorming, games, mini-lectures, small work
groups, simulations, role-playing, case studies, etc.
 Remember you need to develop resource
materials, e.g.,handouts, case studies, questionnaires
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etc.

35. Step 6: Prepare the written training design
• Write a detailed plan of the training
session, including goals and objectives;
the sequence of specific learning
activities and time allotted to each;
directions and key points to cover for
each activity, and the trainer who will be
responsible for the activity.
• Consider the skill, expertise, training
style, and comfort level of each trainer
and who will lead different sections.
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36. Step 7: Prepare participant evaluation form
 Evaluation determines if the training has
achieved its objectives and to identify what
needs to be improved.
 The evaluation form should ask the following:
������ Did participants acquire the skills and
knowledge they were supposed to?
������ Were the trainers competent?
������ Were the activities interesting and effective?
������ Was the training format appropriate?
������ Was the training on this topic adequate?
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37. Step 8: Determine follow-up activities for the event
 Follow-up activities provide continued support and
feedback.
 Prepare follow-up activities as you develop your training
design and these activities should make participants
reflect on what they have learned and the process of
implementation. Some activities include:
������ Newsletters and website postings
������ Peer observation and coaching
������ Mentoring
������ Study groups
������ Ongoing communication between participants and
trainees
 Follow-up activities require more resources but increase
the likelihood of significant learning occurring.
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38. Identifying Constraints in
Training Design
The constraints act as a barrier for effective training
design, the various constraints involved in training
design are:
 Organization/ environment
 Budgeting for training
 Trainee population

39. Organizationa/
environmental constraints
 The technological sophistication of the
organization affects which type of training can
be offered. Decision about training priorities
also must follow the law.
 Certain training requirements are mandated by
the occupational safety and healthy association
(OSHA)
 This type of training includes telling employees
what hazardous waste they with the KSAs to
handle the waste in a safe manner.

40. Some organizational constraints are:
 Need high level of simulation.
 Trainees vary in amount of experience.
 Trainees have large difference in ability levels.
 Mix of employee and new hires trained on a
new procedure.
 Long lag between end of training and use of
skill on the job.
 Bias against a type of training.
 Few trainees available at any one time.
 Small organization with limited funds

41. Budgeting for training
 Once the length of training is determined
it is necessary to estimates the amount
of time it will take to develop the training
program.
 So when providing estimates, understand
that department are competing for
resource and that the estimate must be
accurate as possible.
 In many cases when training is requested
the client wants a proposed training
solution and its associated costs quickly.

42. The following items are normally
included in the budget of a
training program:
(i) Outfit Allowances
(ii) Training fees
(iii) Transport and Travelling
(iv) Freight
(v) Insurance
(vi) Subsistence allowances
(vii) Accommodation
(viii) Incidental Allowances
(ix) Book Allowances

43. In formulating and controlling the budget for
a training program, the training officer must
consider the following factors:
 Adequate training plans.
 The expenses incurred in achieving the training plans must
have been identified and estimated
 The responsibilities for items of expenditure must have been
allocated between training specialists and other managers.
 Account classifications must have been made so that
expenditure can be allocated to specific cost areas.
 Cost information must be recorded accurately and a
mechanism for feeding back the collated information must
be present so that individuals can take corrective action if
and when required.

44. DEVELOPING
OBJECTIVES IN
TRAINING DESIGN

45. DEVELOPING OBJECTIVES
 The term training objectives refers to all the
objectives that are developed for the training
program
 These objectives are used to drive the design of
training(content , methods , materials , etc.)

46. Designing of Instructional
Design

47. TYPES OF TRAINING OBJECTIVE :
 Trainee Reaction Objectives.
 Learning objectives.
 Transfer of training Objectives.
 Organizational outcome objectives.

48. OBJECTIVES WRITING :
Objectives are the key learning outcomes
desired from the instruction.
Classically, instructional objectives have three
elements:
 conditions,
 performance,
 standards .

49. CONSIDERATION WHILE
DESIGNING A PROGRAMME
 Cover all contents of the training
programme
 Motivating/interesting training
programme
 Simplex to complex
 Timing
 Combination of training methods

50. THEORIES OF
TRAINING DESIGN
 Theories of training design are not traditional
 Don’t predict cause and effect relationship
 Prescribe methods of presenting material to enhance
the likelihood of the material being learnt
 Several theories related to effective design of training
 We will examine two theories
Elaboration theory
Gagne-Briggs theory
 Offer guidelines to what technique to use in what
situation to design effective training

51. ELABORATION THEORY
 Macro theory of design
 Based on holistic alternative
 Relevant for complex tasks
SEQUENCING
 It is a process of coming together as a group and
order the content of training
 Important when strong relationship exists among
the topic of the course

52.  Purpose of training two different
topics
Topical sequencing
Spiral sequencing
 Topical requires complete learning of
one topic before moving to the next
task
 Spiral requires learning the basics of

54. Advantage
Disadvantage
Topical Concentrate on topic, no Once
learned move to
interference from other topic
the next topic and first
is forgotten
Spiral Built in synthesis and review

55. Consider……
WORKSHOP FOR SUPERVISOR
 Effective feedback, effective
communication, performance
review, running on effective meeting
 They will provide help in doing an
effective performance review. They

56. SIMPLIFYING CONDITION
METHOD(SCM)
 Based on notion that for all complex task, simple
and more complex version exist
 SCM based on two parts
Epitomizing
Elaborating
 Epitomizing is the process of identifying the
simplest version of the task, which is still
representative of the task as whole.

57.  Elaborating is the process of identifying
progressively more complex versions of the
task
Advantage
 More complete task is presented immediately
 Motivate trainees
 Relationship between what they are learning
and job related tasks
 It is not only effective it is appealing also

58. Gagne-Briggs Theory
 A micro theory of design
 It provides a set of procedures
for each instructional event to
facilitate increase in the level of
learning.

59. THE NINE EVENTS OF INSTRUCTION
Event of Instruction Learning Process
 1. Gaining attention  Attention
Giving learner a stimulus to ensure
reception of coming instruction
 2. Informing the learner of the
objective  Expectancy
Telling learner what they will be
able to do for the instruction
 3. Stimulating recall of prior
learning  Retrieval to working memory
Asking for recall of existing
relevant knowledge
 4. Presenting the stimulus
Displaying the content
 5. Providing learner guidance  Pattern recognition; selective
Supplying organization and perception
relevance to enhance
understanding
 Chunking, rehearsal,
encoding

60. THE NINE EVENTS OF INSTRUCTION (CONT’D)
Events of Instruction Learning Process
 6. Eliciting performance  Retrieval, responding
Asking learners to
respond, demonstrating learning
 7. Providing Feedback
Giving immediate feedback on  Reinforcement, error
learner's performance. correction
 8. Assessing performance
Providing feedback to learners'
more performance for  Responding, retention
reinforcement
 9. Enhancing retention and
transfer
Providing diverse practice to  Retention, retrieval,
generalize the capability generalization

61. Gaining Attention
 Attention of the trainees can be done in many
ways.
 The method of questioning and requesting
trainees to answer.
 CEO/Chairman of the organization indicating
the importance of training to the employees
for the future growth of the company, when
someone who is heading the organization is

62. Informing the Learner of
the Goal
 It is important to get the trainees to
focus on what is to be learnt also
be aware of the requirement of
each individual.
 With training needs analysis it

63. Stimulating Recall of Prior Relevant
Learning
 Trainees should make sure they
have accessed the information
necessary for training.
 Previous relevant capabilities
are part of the learning event.

64. Present Material to be
Learned
 Materials to be learned should be
presented in and logical and
understandable format.
 The questions designed should elicit
responses from the trainees ,which will
indicate the level of understanding.
 Highlighting the importance aspects to

65. Provide Guidance for Training
 Guide trainees to appropriate answers in
difficulty, but not indicate the answers.
 A discussion at the end of the session ,when the
answer is derived, will help the trainees to gain
in depth knowledge and understanding of the
topic.
 Give them problems and ask to come up with
possible alternative solutions-this kind of task
ignites the thinking and creative powers and

66. Elicit the Performance
 Allowing the trainees to perform
the task, so that their practice
allows them to master the task
and are able to transfer the
training to the job successfully.

67. Provide Feedback
 The feedback should be given, when a
task is been completed by the team to
know their performance, it can be in
various ways depending on the time
available and the number of trainees.
 This helps them to be aware of their
performance and thereby make

68. Assess Performance
 The Gange Briggs Theory propagates that
assessment of learning should take place after
each session, so that after the training on
feedbacks kills it is essential to assess the level
of learning that took place regarding feedback
skills, before moving onto performance appraisal
training.
 This approach has two purpose:
 - To confirm that the learning has taken place

69. Enhancing retention And
Transfer
 It is important that a programme is
designed such that it facilitates
retention and effective transfer.