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AMITY GLOBAL BUSINESS SCHOOL, PUNE
DissertationON
STUDY OF TRAINING AND DEVELOPMENT PROCESS IN HEALTH
INDUSTRY, SPECIAL REFERENCE TO
IRISH HEALTH BOARD
By
AMBER KUMAR SINGH
MBA (2014-2016)
In partial fulfillment for the award of the degree
Of
MASTER OF BUSINESS ADMINISTRATION
UNDER THE GUIDANCE OF
MRS. DIPTI TULPULE
Submitted toAmity Global Business School Pune
Affiliated With
AMITY UNIVERSITY,
NOIDA
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A Study on Training & Development
A PROJECT REPORT
Submitted by
AMBER KUMAR SINGH
In partial fulfillment of the requirements of Amity University for the award of the
degree of
Master of Business Administration
Through
Amity Global Business School
Pune
2014-2016
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DeclarationI hereby declare that the project work entitled “STUDY OF TRAINING AND
DEVELOPMENT PROCESS IN HEALTH INDUSTRY, SPECIAL REFERENCE TO
IRISH HEALTH BOARD” submitted to the Amity Global Business School Pune is the
record of an original work done by me under the guidance of Prof. Dr. DIPTI TULPULE.
This project work is submitted in the partial fulfillment of the requirement for the award of
the degree of Master of Business Administration in Marketing and Finance Management.
Date: Place: Pune
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CERTIFICATE
This is to certify that the project titled
STUDY OF TRAINING AND DEVELOPMENT PROCESS IN HEALTH INDUSTRY,
SPECIAL REFERENCE TO IRISH HEALTH BOARD
is a Bonafide work done by
Mr. AMBER KUMAR SINGH
(A31501914018)
For the award of degree of
Master of Business Administration
____________________ ____________________
Dr. (Col.) Sneh.V.Sharma Prof. Dr. Dipti Tulpule
Director AGBS Pune
Submitted for the vice-voce examination held on ___________________________
____________________ ____________________
(Signature of Internal (Signature of External
Examiner with date) Examiner with date)
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ACKNOWLEDGEMENT
A Dissertation Project is a global opportunity for learning basic about our working field .I
would like to present report for Amity Global Business School Pune. It has been an inspiring
experience for me to do my dissertation on training & development which would not have
been possible without the goodwill and support of people around.
I express a deep sense of gratitude to my faculty Mrs. Dipti tulpule for extending his support
for guiding and correcting various work and document of min with attention and care.
Finally I wish to express thanks to all my faculty members, colleagues who have proved to be
helpful for this project.
AMBER KUMAR SINGH
MBA (2014-2016)
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INTRODUCTION
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Training and development play an important role in the effectiveness of organizations and to
the experiences of people in work. Training has implications for productivity, health and
safety at work and personal development. All organizations employing people need to train
and develop their staff. Most organizations are cognizant of this requirement and invest effort
and other resources in training and development. Such investment can take the form of
employing specialist training and development staff and paying salaries to staff undergoing
training and development. Investment in training and development entails obtaining and
maintaining space and equipment. It also means that operational personnel, employed in the
organization’s main business functions, such as production, maintenance, sales, marketing
and management support, must also direct their attention and effort from time to time towardssupporting training development and delivery. This means they are required to give less
attention to activities that are obviously more productive in terms of the organization’s main
business. However, investment in training and development is generally regarded as good
management practice to maintain appropriate expertise now and in the future.
Training and development is a function of human resource management concerned with
organizational activity aimed at bettering the performance of individuals and groups
in organizational settings. It has been known by several names, including "human resource
development", and "learning and development".
Training and development encompasses three main activities: training, education, anddevelopment.
Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.
Education: This activity focuses upon the jobs that an individual may potentially hold in
the future, and is evaluated against those jobs.
Development: This activity focuses upon the activities that the organization employing
the individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate.
The "stakeholders" in training and development are categorized into several classes.
The sponsors of training and development are senior managers. The clients of training and
development are business planners. Line managers are responsible for coaching, resources,
and performance. The participants are those who actually undergo the processes. The
facilitators are Human Resource Management staff. And the providers are specialists in the
field. Each of these groups has its own agenda and motivations, which sometimes conflict
with the agendas and motivations of the others.
The conflicts that are the best part of career consequences are those that take place between
employees and their bosses. The number one reason people leave their jobs is conflict with
their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr.John Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by
http://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Human_resource_management
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making the boss look stupid." Training an employee to get along well with authority andwith people who entertain diverse points of view is one of the best guarantees of long-term
success. Talent, knowledge, and skill alone won't compensate for a sour relationship with asuperior, peer, or customer.
Typical roles in the field include executive and supervisory/management development, new-
employee orientation, professional-skills training, technical/job training, customer-service
training, sales-and-marketing training, and health-and-safety training. Job titles may include
vice-president of organizational effectiveness, training manager or director, management
development specialist, blended-learning designer, training-needs analyst, chief learningofficer, and individual career-development advisor.
Talent development is the process of changing an organization, its employees,
its stakeholders, and groups of people within it, using planned and unplanned learning, in
order to achieve and maintain a competitive advantage for the organization. Rothwell notes
that the name may well be a term in search of a meaning, like so much in management, and
suggests that it be thought of as selective attention paid to the top 10% of employees, either
by potential or performance.
While talent development is reserved for the top management it is becoming increasingly
clear that career development is necessary for the retention of any employee, no matter what
their level in the company. Research has shown that some type of career path is necessary
for job satisfaction and hence job retention. Perhaps organizations need to include this area in
their overview of employee satisfaction.
The term talent development is becoming increasingly popular in several organizations, as
companies are now moving from the traditional term training and development . Talentdevelopment encompasses a variety of components such as training, career development,
career management, and organizational development, and training and development. It is
expected that during the 21st century more companies will begin to use more integrated termssuch as talent development .
http://en.wikipedia.org/wiki/Blended-learninghttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Employee_retentionhttp://en.wikipedia.org/wiki/Job_satisfactionhttp://en.wikipedia.org/wiki/Job_satisfactionhttp://en.wikipedia.org/wiki/Employee_retentionhttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Blended-learning
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OBJECTIVEs ANDFUNCTION
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Function of Training
The singular function of training is to produce change. It is the upgrading of a person’s skill
or the addition of a new skill, which in turn can bring about the desired change an agency is
seeking. It is important to understand that training in and of itself cannot motivate a work
force. However, it is an integral part of what is needed to accomplish the long-term goals of
the agency.
Value of Training
Often supervisors ask, "Why should I provide training to my staff?" There are many reasonsagencies provide training to their employees:
to foster growth and development
to provide opportunities for employees to accept greater challenges
to aid employees in contributing to the achievement of department goals and the agency’s
mission and vision
to build employee self-confidence and commitment
to produce a measurable change in performance
to bring about the desired changes that can solve a variety of problems
Benefits of Training
Providing training to an employee benefits both the employer and employee by:improving an employee’s performance
developing the group and team skills needed to achieve organizational goals
giving employees the needed skills and knowledge to complete assigned jobs, duties and
tasks
motivating employees to achieve higher standards
increasing overall efficiency
improving customer service, which leads to customer satisfaction
preparing employees for promotional opportunities
decreasing employee turnover, which reduces down time
enhancing employee morale, motivation, and creativity
enabling managers to reach unit goals and objectives
giving employees the tools needed to analyze interpersonal and situational factors that createobstacles to achieving high performance
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Determining Training NeedsThere are a number of ways to determine the type of training an employee will need.
1. Request from employee – Employees usually are the first to recognize the need for
additional training. This need can result from the assignment of a new task, technologicalchanges, or just a realization that additional training would result in a more efficient work
product.2.
Change in agency vision or mission – Agency vision and mission can sometimes change
due to state or federal legislation. Thus employees may be assigned new duties or positionsmay be restructured. Before assigning new duties and responsibilities to employees, decide
if the employees will need additional training. Remember, the reason for providing
training is to produce a change or provide support so employees can reach their goals and
objectives; thus attaining the agency’s vision and mission. 3. Determination through performance management review – An excellent time to determine
training needs is when a performance review is completed on employees. What additional
training would be needed to assist employees to meet or exceed job expectations? Based
on the em ployee’s self -assessment of identified strengths and improvement opportunities,
an analysis should follow to determine training that may be needed to improve overall
work performance.
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LITRATURE
REVIEW
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Training Transfer: An Integrative Literature
Review
Given the proliferation of training transfer studies in various disciplines, we provide an
integrative and analytical review of factors impacting transfer of training. Relevant
empirical research for transfer across the management, human resource development(HRD), training, adult learning, performance improvement, and psychology literatures
is integrated into the review. We synthesize the developing knowledge regarding the
primary factors influencing transfer — learner characteristics, intervention design and
delivery, and work environment influences — to identify variables with substantive
support and to discern the most pressing gaps. Ultimately, a critique of the state of the
transfer literature is provided and targeted suggestions are outlined to guide future
empirical and theoretical work in a meaningful direction.
Mentorship: A Career Training and
Development Tool
This paper reviews the literature on mentorship and presents an initial framework for researchon mentor-protégé relationships for both men and women. Critical dimensions of this
framework include the context within which a mentor-protégé relationship exists, the gender
of these role partners, the characteristics each partner seeks in the other, the stages of the
relationship, and the positive and negative outcomes accruing to the mentor, to the protégé,
and to their organization.
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TRAINING AND DEVELOPMENT:
According to the Michel Armstrong, “Training is systematic development of the knowledge,
skills and attitudes required by an individual to perform adequately a given task or job”.
(Source: A Handbook of Human Resource Management Practice, Kogan Page, 8th Ed.,2001)According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills of
an employee for doing a particular job.” (Source: Personnel Management, McGraw Hill; 6th
Edition, 1984) The term ‘training’ indicates the process involved in improving the aptitudes,
skills and abilities of the employees to perform specific jobs. Training helps in updating old
talents and developing new ones. ‘Successful candidates placed on the jobs need training to
perform their duties effectively’. (Sour ce: Aswathappa, K. Human resource and Personnel
Management, New Delhi: Tata Mcgraw-Hill Publishing CompanyLimited,2000, p.189) The
principal objective of training is to make sure the availability of a skilled and willing
workforce to the organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Social. • Individual Objectives – These objectives are helpful
to employees in achieving their personal goals, which in turn, enhances the individual
contribution to the organization. • Organizational Objectives – Organizational objectives
assists the organization with its primary objective by bringing individual effectiveness. •
Functional Objectives – Functional objectives are maintaining the department’s contribution
at a level suitable to the organization’s needs. • Social Objectives – Social objectives ensures
that the organization is ethically and socially responsible to the needs and challenges of the
society. Further, the additional objectives are as follows: • To prepare the employees both
new and old to meet the present as well as the changing requirements of the job and the
organization. • To prevent obsolescence. • To impart the basic knowledge and skill in the new
entrants that they need for an intelligent performance of a definite job. • To prepare the
employees for higher level tasks. • To assist the employees to function more effectively in
their present positions by exposing them to the latest concepts, information and techniques
and developing the sk ills they will need in their particular fields. • To build up a second line
of competent officers and prepare them to occupy more responsible positions. • To ensure
smooth and efficient working of the departments. • To ensure economical output of required
quality.
Training Needs Analysis
Training needs analysis is considered to be the foundation of all training activities. In order
to deliver appropriate, effective training which meets the needs of individuals and the
organization and represents value for money a training needs analysis is essential (Boydell
and Leary 1996, Reid and Barrington 1999). There is general agreement in the literature that
a training needs analysis is a best practice first step in the systematic approach to training
(Wills 1998, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995,
Bartram and Gibson 1997, 1999, Reay 1994). The systematic approach to training is the
predominant model found in the literature (CLMS M 2 U6, Wills 1998, Buckley and Caple
1995, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995). The
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systematic approach is described slightly differently by different authors, with varying stages
and elements but there are a number of core features to the approach. The systematic
approach is one which involves considering the linkages between the parts of the training
process. There is an assumption that training must be planned in a cyclical or processual
manner and that this approach will lead to high quality, planned training (CLMS, Buckleyand Caple 1995, Barrington and Reid 1999, Wills, 1998, Bartram and Gibson 1999). Bartram
and Gibson (1999:107) state that a “systematic approach to identifying training needs ensures
that people are offered opportunities to learn which are efficient and effective”. All of the
systematic approaches outlined in the literature outline a number of steps in the process and
cover similar basic elements; 11determining the training need, choosing appropriate methods
to address the identified need, planning, implementing and evaluating. The benefit of this
approach, as outlined in the literature, is that nothing is left out and there is a planned and
professional approach. It also provides data necessary to justify or explain to senior
management what training is required, what budgets are needed, what they are spent on and
what the impact is for the organization (Wills 1998). While the structure of the systematic
approach has a certain appeal in that there is a structured and logical step by step process to
follow, there is a danger that all energy could be focused on the system and the relationship
of the various elements within it to the detriment of the original purpose, namely to provide
the necessary training to the organizations employees to enable them to work in the most
optimal manner (CLMS M2 U6, Wills 1998). The term training need as out-lined in the
various texts inevitably comes back to the assumption that there is a set of knowledge, skills
and attitudes required for a job and that training needs analysis should identify what they are,
assess the current level of knowledge, skills and attitudes and that the resulting gap is
therefore the training need. In reviewing the literature on training needs analysis it is quicklyapparent that it is dominated by approaches and methodologies for conducting a needs
analysis. Herbert and Doverspike (1990) noted the large amount of training needs analysis
literature and the significant degree of overlap in the descriptive and prescriptive literature.
Chiu et al., (1997) conducted a literature review and analysis on training 12needs analysis.
They found that the literature is dominated by supply led initiators of training needs analysis,
such as trainers and academics. They also note that the literature is full of recommendations
for how to conduct a training needs analysis. Further, they note that the methods used are
generic in nature, for example, interviews, surveys and that these methods may not be able to
meet the newer demands on training needs analysis to integrate with corporate strategy and
focus on future needs. Of the few studies which have introduced new methods they cite
Anderson’s (1994) action research approach. They note that there are no empirical studies to
validate methods. McGehee and Thayer (1961) are widely acknowledged as the seminal text
on training needs analysis and are quoted in much of the literature. They outlined the analysis
of training need at the level of the organization, group and individual and these levels
continue to form the foundation of most approaches. The traditional approach to training
needs analysis outlines a number of steps. The following are drawn from the main formats
found in the literature (Reay 1998, Boydell and Leary 1996, Reid and Barrington 1999, Wills
1998) 1. Determine the area of focus for the training needs analysis or the customer. 2.
Determine and plan the method(s) of data collection. 3. Collect the data. 4. Analyze andinterpret the data. 5. Propose and priorities solutions or actions. 13Data collection methods
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include; interviews, questionnaires, observation, documentation reviews, focus groups, job
and task analysis and competency based methodologies (Reid and Barrington 1999, Boydell
and Leary 1996, Bartram and Gibson 1999, Reay 1998, Anderson 1994, Zemke 1994,
Ferdinand 1988, Schneier et al., 1988, McClelland 1993). In addition data from performance
appraisal processes is used in some systems (Herbert and Doverspike 1990, CLMS 1999, Noble 1997, Zemke 1994, Leat and Lovell 1997). A comparative study looking at the
management of training in multinational corporations found that the majority use
performance appraisal as the methodology to identify training needs (Noble, 1997). Despite
the overwhelming agreement in the literature that training needs analysis is an essential step
in the training process there is also general agreement that this step is frequently ignored,
skipped or not attended to (Wills 1998, Bartram and Gibson 1999, Schneier et al., 1988, Gray
et al., 1997, Mc Clelland 1993, Boydell and Leary 1996, Garavan et al., 1995). Wills
(1998:27) states that “identifying training needs is the starting point for managing the training
process. Yet this is often one of the last steps to be considered seriously – probably because a
proper needs analysis is both difficult and time consuming.” While there is no research
reported as to why organizations do not always conduct full training needs analysis many
authors cite the significant investment of time and resources required to conduct a traditional
analysis (Holton et al., 2000, Anderson 1994, Schneier et al., 1988, Reid and Barrington
1999, Boydell and Leary 1996, Garavan et al., 1995). Schneier et al., (1988) suggest that
training needs analysis are not conducted because trainers lack the specific knowledge
required to conduct 14one. They also suggest that there may be an issue of lack of belief in
the effectiveness of the process. Many difficulties are cited in the literature with traditional
approaches. Wills (1998), notes that trainers can become so focused on the system or training
cycle that they lose sight of organizational objectives. There is also a tendency to focus on theskills level only and on deficits, resulting in a generally negative approach and one that may
be threatening to staff members (CLMS M2 U6). Furthermore, many of the approaches use
techniques such as job and task analysis. These methods involve detailed analysis of the skills
required to complete particular jobs or tasks. They are hugely time consuming and focus on
the present situation only. They yield static data or a snapshot of a given point in time and are
not really preparing staff, or the organization, for future challenges or changes. These
approaches are only of benefit in stable situations where no changes are expected. It is likely
that by the time these processes are completed changes could already have occurred in the
demands of the jobs analyzed (CLMS M2 U6, Anderson 1994, Hayton 1990, Reid and
Barrington 1999). Reid and Barrington (1999:155) suggest that in view of this ever changing
picture, perhaps the question should be “how can we develop people to develop themselves?”
Although the systematic approach to training needs analysis was envisaged to be conducted
on three levels (organization, personal and occupational), there was never any real integration
of the levels in practice (CLMS M2 U6, Wills 1998, Bartram and Gibson 1999, Boydell and
Leary 1996, Holton et al., 2000). Traditional training needs analysis focussed primarily on
individual needs with detailed analysis happening at the individual level with the assumption
that if individuals were sufficiently skilled to 15do their jobs that would result in the
achievement of organizational goals (CLMS M2 U6). The need to link training needs analysis
to organizational objectives was not always seen and is considered one of the shifts that havetaken place in the transition from traditional training to human resource development (CLMS
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M2 U6, Reid and Barrington 1999). Reid and Barrington (1999) make the point that Human
Resource Development (HRD) should be an essential strategic element in how an
organization achieves its goals and objectives. The need to link training needs analysis fully
to organizational goals and objectives is highlighted by many authors (Hayton 1990, Wills
1998, Boydell and Leary 1996, Garavan 1995, Schneier et al., 1988, Herbert and Doverspike1990, Bartram and Gibson 1999). Hayton (1990) cites problems with traditional methods of
training needs analysis including those mentioned above and also states that non-training
solutions tend to be ignored and the process tends not to involve consultation with employees
and is usually management driven and focused. Potter et al., (2000) also describes a process
where employees were not consulted and needs were identified only by supervisors and
management. Gray et al., (1997) in a study of public health care found that in many
organizations needs were identified by senior management and commented that this is
problematic as managers are a step removed from day to day operations and may not have the
most accurate picture of the actual requirements. Matthews et al., (2001) surveyed
organizations around competency assessment requirements for ISO and found that training
needs analysis was very management driven. They found training needs analysis dominated
by senior management decisions and supervisors opinions. The most commonly used formal
approach was the skills inventory. 16Some training needs analyses are conducted by survey
methodology, particularly where large numbers may be involved, in this situation there is a
risk that what will be identified are wants rather than needs and again the potential for linking
with organizational goals is weak (Holton et al., 2000, Gray et al., 1997). Anderson (1994:24)
states that training is often based on wants rather than needs and can occur on an ad hoc basis
which is not integrated with wider organizational goals and objectives. “General surveys of
large populations are costly, time consuming and frequently meaningless” (Anderson1994:25). Hayton (1990) sees the skills audit as a key component of training needs analysis
but suggests that there is unlikely to be one best way which will suit all organizations.
Herbert and Doverspike (1990:268) raised issues around using appraisal data as part of
training needs analysis and conclude that the use of this data may not achieve the intended
goals. In a paper examining the weaknesses in conventional approaches to training needs
analysis Leat and Lovell (1997) consider the weaknesses inherent in using performance
appraisal data as a determinant of training needs. A drawback in using this data is noted in
that the performance appraisal process is often linked to reward and promotion so that
identifying development needs does not sit very well with this purpose. The paper goes into
some depth about the biases which potentially exist in using performance appraisal for
training needs analysis. An alternative approach is put forward which would have significant
cultural and change implications which are not mentioned at all. 17Wills (1998) discusses the
need to meet both the needs of the individual and the organization and suggests that corporate
policies and strategies are the starting point for the analysis of both in order to align training
and organizational direction. He also discusses the need for clarity around corporate mission,
vision and strategy and the importance of senior management support. Hayton (1990)
discusses the need for skills audit to be linked with an organizations broader change strategy.
Key recommendations he makes include involving employees in the process and linking
skills audit to the company strategy. He also highlights the need for a simple approach whichcan be understood by employees unions and management. He recognizes the potential for
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industrial relations issues with skills audits. Research by Hussey (CLMS 1999) looking at the
use of education and training as a strategic driver found that only a third of firms surveyed
linked the aims of their management development programmers to the achievement of
organizational goals. The majority of firms identified needs through appraisals alone thus
there was no explicit connection to the overall direction of the organizations strategy or goals.Hussey argued that if training was strategic the focus of training would change as strategic
focus changed, however he found that training plans tended to be very stable thus indicating a
lack of connectivity with strategic direction. Hussey recommended the closer integration of
training with business strategy (CLMS 1999). Research by Leicester 1988 (CLMS M2 U6)
identified a key link between employee development and corporate strategy and found that
the key variable was the quality 18of human resource management (HRM). As the quality of
HRM increased so did the link between staff development and corporate success. Leicester
suggested that there may be three elements to achieving the integration of employee
development and corporate strategy. One element is to have a performance appraisal system
where objectives come from organizational objectives; mechanisms need to be in place to
allow for employee self development and finally achieving a balance between training to
meet organizational goals and training to meet individual need. Further, Leicester’s research
suggested that employees were likely to be more adaptable where opportunities for self
development are provided and it is given a relatively high priority (CLMS M2 U6).
Ferdinand (1988) in looking at management training needs analysis focused on specific
management groups and organizational challenges, outlining approaches that may fit the
different management groups and organizational scenarios. He highlights that without due
consideration to the context in which the training needs analysis is being conducted the form
of the process and the outcomes from it may not be acceptable to the organization or the keystakeholders. Throughout the literature there is a general focus on methods and approaches
but very little about the detail or process of implementing training needs analysis. A number
of authors mention the need to consider the culture of the organization or potential
sensitivities or industrial relations issues but do not delve into the issue any further (Boydell
and Leary 1996, Reid and Barrington 1999, Leat and Lovell 1997, Anderson 1994, Hayton
1990). Only Holton et al., (2000) and Anderson (1994) make a stronger mention of the
change implications involved in a training needs 19analysis process. Furthermore, only
Holton et al., (2000) address the issue of attempting a training needs analysis in a large scale,
complex, public service organization. Almost all of the other literature focuses on training
needs analysis for discrete purposes or in smaller more bounded contexts (Bartram and
Gibson 1999, Boydell and Leary 1996, Ferdinand 1988, Gray et al., 1997, Zemke 1994). To
give an example of the narrower focus that appears to be the received wisdom, McClelland
(1993:12) suggests that “convincing senior management that a training needs analysis should
be conducted so that training needs can be identified would probably not be specific enough
to garner the necessary support”. McClelland (1993) suggests that support from senior
management may be obtained by outlining the reason for training needs analysis and the
example given is to maintain the ISO 9000 standard. Ferdinand (1988), Bartram and Gibson
(1999), Wright (1986), Boydell and Leary (1996) and Reid and Barrington (1999) all discuss
the importance of considering the type of organizational culture, stage of development ormodel in considering the approach that may be best fit for the organization. Reid and
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Barrington (1999:101) note that “training interventions often reflect the human assumptions
built into the organization in which people work” and consider Morgan’s (1997) typology of
organizations. Three particular elements are cited; organizations as machines, organisms and
brains. Each has different implications for how the organization might learn. The
organization as machine – will tend to be mechanistic, operating as a bureaucracy with rules, procedures and teaching processes; organization as brain – will tend to be a learning
organization and the focus will be on learning to learn; organization as organism – will be
open to the environment and therefore will not 20subscribe to one best way and therefore
training and development methods will vary through time and as appropriate to the challenge.
Reid and Barrington (1999) suggest that generally training interventions will be within the
existing learning system framework that operates in an organization unless a major strategic
plan is involved and note that “training and development is an important facilitator of
organizational change” (Reid and Barrington 1999:148). Reid and Barrington (1999) point
out that how needs are analyzed will depend on many factors not least of which are the
culture of the organization and its stage of development. Gray et al., (1997) in discussing the
selection of data collection methods make the point that it is important to secure management
and employee acceptance for the method chosen
The shift from traditional training roles to Human
Resource Development
Many authors discuss those involved in training needs analysis and their roles. The differentstakeholders in the process will have different interests and this factor needs to be taken into
account (Boydell and Leary 1996). The importance of senior management involvement and
endorsement is highlighted by many (Boydell and Leary 1996, Anderson 1994, Reid and
Barrington 1999, Wills 1998). Boydell and Leary 1996, Garavan et al., 1995, Anderson 1994,
Hayton et al., 1990 all identify a key role for those whose needs are being identified. Boydell
and Leary (1996), Garavan et al., (1995) and Anderson (1994) discuss a change in the
traditional trainer role in training needs analysis. The traditional trainers’ role in needs
analysis is to be the needs investigator and take responsibility for determining the training
needs. A continuum of roles is described in the literature with the balance of responsibilityshifting from the training function to line managers moving along the continuum. The most
recent shift in role would place the focus on the role of the line 21manager in the needs
analysis with the training function acting in a consultancy role (Boydell and Leary 1996,
Garavan et al., 1995). In this latter scenario the line manager works with their staff who take
an active role in determining their own learning needs. The above mentioned shift in trainers’
roles in training needs analysis may be seen as part of an overall move from traditional
training functions to a human resource development model. There is much in the literature on
this topic however a few key points will be summarized here only. Grieves and Redman
(1999) note the move from training to HRD in the 1990s and the evolution of HRD. HRD is
now viewed in much of the literature as the basis of competitive advantage in the future
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(Walton 1999, Reid and Barrington 1999). Key elements of HRD found in the literature
which distinguish it from the traditional training approach are; closer links between HRD and
business strategy; devolving responsibility to line managers; requires that staff and managers
take a new and different attitude towards training and development; and there is greater focus
on the workplace as opposed to the classroom as the focus for learning (Grieves and Redman1999, Walton 1999, Reid and Barrington 1999, Garavan 1995). The philosophy underlying
HRD is that learning is an ongoing everyday experience not something done to employees on
an ad hoc basis. Grieves and Redman (1999) note that in HRD there is a common desire to
promote learning cultures and transform organizations into learning organizations. HRD
“involves employees accepting a move from dependence to independence, from passive and
reactive learning to active and proactive learning and from viewing learning as a single event
22managed by others to continual life-long, self-managed learning” (Grieves and Redman
1999:90). HRD is seen as more focused on the learning and development of the individual
within organizations so that they might better cope with organizational change (Walton
1999). The general direction of HRD is seen to be around replacing more control oriented
cultures with cultures supportive of learning and creativity (Grieves and Redman 1999). In a
review of current people management activities of world class organizations Oakland and
Oakland (2001) found that in top companies, managers had an active role in training support
and delivery which was carefully linked to the needs of the organization, departments and
individuals.
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RESEARCH DESIGN
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An action research approach was selected for this research as it is acknowledged in the
literature as a common organizational approach to organizational change. In the research
context, action research allows collaborative problem solving with those involved and the
generation of new knowledge (Coghlan and Brannick 2001). It allows the study of a process
directly as it unfolds. Gummesson (2000:51) considers that the “roles of change agent and
senior executive provide the most comprehensive access to strategic and organizational
issues…(and that)…participation in the chain of events gives the researcher privileged access
that will facilitate both the development of theory and practice”. Gummesson (2000)
considers that the level of pre-understanding and access to the reality of any process balances
against concerns around objectivity. In the context of this research, the researcher was
relatively new to the organization (5 months) at the time the process commenced. The
advantages of access and the development of some pre-understanding (and continuing
development of same), were balanced against not being completely socialized to the cultureover many years, and still having an element of an outsider view. Semi structured interviews
were selected as a data collection method to achieve a balance between a structure allowing
the same questions to be asked yet allowing for flexibility of response and the following of
particular points with interviewees (CLMS Research Methods and Dissertation
Requirements).
Types of Training to Provide
There is no pre-determined "check list" regarding the type of training needed to ensure
employees will always meet performance expectations. Since each individual is different,supervisors will have to make a thorough assessment of the type of training needed. Human
Resource Management Services conducts a yearly training needs assessment to ensure
programs are being offered that meet agency requirements. Agencies can also contact Human
Resource Management Services to arrange for specific training based on performance
management review, revised missions and vision, etc.
There are core or basic training programs needed when a person accepts supervisory or
management positions, such as:
Understanding management, organizational and motivational theory, and application
Planning, setting, and carrying out organizational objectives
Planning and leading effectively
Specific training needed when an individual enters a supervisory position is:
Planning, scheduling, and delegating work assignments.
Communicating, handling conflict, and handling grievance procedures.
Understanding various state and federal employment laws.
Interviewing and completing performance management reviews.
Setting unit goals and objectives.
Levels and Types of Formal Training
We have identified three levels of formal training available to employees. The type oftraining selected should be based on the need of the individual, which can be determined
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through the performance management review, individual request, reorganization efforts, orsupervisor observation. The Human Resource Management Services web site lists the
various training programs offered to state agencies. The types of formal training available toemployees are:
- Orientation TrainingThis training is geared for the newly hired or reassigned personnel. These programs are
designed to give new employees the basic knowledge, understanding, and skill needed for
successful job performance. Programs include orientation and various job skills training such
as computer usage, communication techniques, phone usage, etc.
Human Resource Management Services provides general orientation that is designed to give
employees a general knowledge of state policies, procedures, and practices relating to the
employment relationship. The individual agencies complete orientation by providing
information on agency policy and job-specific instruction.
- Remedial Training
This training is designed to correct observed deficiencies in employee knowledge, skill, and
attitudes. Programs include stress reduction, time management, presentation skill building,
assertiveness building, business writing, hands-on experiences in word processing, computer
software, etc.
- Upgrading or Advanced Training
This training is designed to improve or upgrade individual job skills and knowledge.
Programs include advanced computer training, decision making, employment laws, managingconflict, conducting performance evaluations, sensitivity training, supervisory
responsibilities, resolving grievances, etc.
Right Training at the Right Time
Supervisors who perceive a training need, should contact their human resource officer orHuman Resource Management Services, who can assist in developing a needs assessment to
identify a specific training need.
Human Resource Management Services will assist supervisors to look into the future and
consider such things as: What skills will employees need?
What will be the organizational structure?
What technological requirements will be needed?
What services will be provided?
Once the direction is known, agencies may develop short and long-term plans in relation to
staffing objectives, career ladders, organization development, etc.
After agencies know their focus and have developed their plans, they can determine the exact
training needed to meet objectives through a needs assessment. There are four types of needs
assessment. They are:
http://www.nd.gov/hrms/employees/training.htmlhttp://www.nd.gov/hrms/employees/training.html
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- Organizational needs assessment
Organizational needs emerge from agency goals, objectives, and priorities. This type of need
can be universal for all employees, such as reducing stress, improving productivity, etc.
- Group needs assessmentThese types of needs are easier to determine because they are closely related to specific job
levels and categories of employees, such as team-building, problem solving, etc.
- Individual employee needs assessment
The needs uncovered with this type of assessment are more specific and can be easilyidentified by reviewing the individual’s background, education, training, experience, skills,
knowledge, and past performance. Individual needs are those skills needed to do theemployee’s current job, future assignments, and career plans.
- Job needs assessment
Based on the job in question, this type of need can be the most difficult or easiest to identify.
Occupational, job, and task analyses are conducted to determine the type of training needed.
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RESEARCH
METHODOLOGY
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The current research is based on the analysis of the development of a needs analysis process
in an Irish Health Board and data from a series of semi-structured interviews with top and
senior management. The research was designed to address the following questions:
1. In a time of organization change how does the process for developing a training needs
analysis tool influence organizational change?
2. 2. How can a training needs analysis process help get people on board with the
organizational change?
In order to address these questions, it was necessary to look in detail at the actual process of
developing a training needs analysis for this organization. By doing this the dynamics of the process
and issues and changes arising could be followed and explored. In order to achieve this, an action
research case study approach was taken in the first instance and a series of semi-structured interviewswere conducted with top and senior management of the organization. The researcher was an insider
researcher, holding a senior position in the organization and taking a change agent role. The
traditional cyclical action research process was followed during the process (Kolb and Frohman
1970). Specifically, the elements were diagnosis, planning, taking action, evaluating, further planning,
action, evaluation and so on.
The participants
Two distinct services, located in different counties and representing different programme
areas of the organization took part in the study. One was a Mental Health service with
approximately 380 staff and the other a Community Services programme with approximately
240 staff. Each programme has a wide range of different staff grades, although the diversity
of functions would be greater in Community Services. These two sites were self selected
following a change initiative, which had taken place previously in the organization . All staff
were invited to put forward change ideas through an ideas questionnaire. In the process that
followed, 22 change projects were identified and “undertaking a training needs analysis”,
which had been put forward by the both sites, was number 10 on that list. Upon appointment
to the organization the researcher agreed to lead the project, with a view to developing a
system that could be rolled out across the whole organization following initial developmentand testing with the two sites. A change facilitator was also assigned to the project. A group
of change facilitators had been selected and developed from within the organization as part
of the original change initiative mentioned above, and act as a resource to projects. As a first
step in the process, a parallel learning structure was put in place with the establishment of a
steering group. A steering group of twelve was set up in such a way as to try to represent a
cross section or microcosm of the overall organization . The steering group included two
representatives from each site who were selected by them. In particular, the researcher
requested that site representatives be selected to reflect a diversity of staff backgrounds. It
proved very difficult to get a representative 48from support staff, a group which would
include porters, domestic staff and care attendants. This group has been traditionally under-
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represented and have lower participation rates in training. Representation from this group was
not achieved until half way through the process. The steering group met eight times in all.
The process
Following initial entry and contracting with the two sites and the steering group the process
worked through the stages of diagnosis, planning, action and evaluation. This was in fact an
iterative process with multiple cycles occurring, though for simplicity it will be reported as
one overall cycle. The process was tracked over a period from February 2002 to end of
January 2003. Though the data was being collected with reflection and journaling from the
start, the process was not discussed as action research specifically with the group until
September 2002. This was related to the development of the researchers’ knowledge and
understanding around the action research process. However, the group was aware of a
research agenda from the outset. Throughout the process the following data was collected:
Minutes were taken of each meeting which were circulated and formally reviewed and
agreed at the following meeting. Detailed notes were taken of each meeting by a note taker
who noted full details of what was discussed, the dynamics and atmosphere in the meeting.
The researcher maintained notes from the meeting, which in addition to content also noted
observations around dynamics, behaviors and patterns. The researcher also maintained a
reflection diary, where thoughts and reflections on the process were recorded, analyzed and
reviewed. Notes were maintained of all contacts relevant to the process with the sites49 and
steering group members. Reflections on the dynamics of the meetings and issues arising
were reflected back to the group at meetings and discussed. This was done more formally
from September 2002 but had in fact occurred already in the three meetings that had been
held to that point. Full records were maintained of all group activities and flipchart work.
Focus groups were held at each pilot site as part of the diagnostic phase. These were
facilitated and addressed a small number of key questions. The raw data from the focus
groups was analyzed by the steering group and was fed back to the attendees. Further
feedback was also sent to the focus group attendees regarding the progress of the project in
relation to the issues they had raised. Throughout the project the change facilitator worked
with the researcher on the project. The Director of Organizational Development in the
organization consulted to the process as requested and provided additional reflection space,
challenge and insight into the organization and its dynamics to both the group and theresearcher. For the researcher this offered a second view to verify or challenge researcher
interpretation of dynamics in the process. Following the piloting of the process developed an
evaluation was conducted which focused on the process and the tools used. The evaluation
was developed collaboratively with the group and the data was analyzed in an evaluative
inquiry approach. The learning of the steering group was also distilled in this process. An
evaluation report was written and circulated to all members of the50 steering group for
comment, amendment and agreement. The report was written along the lines of the cycle of
planned change to reflect the process that had been worked through and to model the process
for the organization . No material changes to the report were made by the group.
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The interviews
Following the development of the needs analysis process a series of semi-structured
interviews were conducted with top and senior management to ascertain their views about the
benefits or affects they would expect to see from the process, the level of participation and
role they would like in the process, who they see as having a role, their views regarding
implementation and its contribution if any to overall change in the organization . See
appendix 1 for a copy of the interview schedule. The top layers of the organization were
targeted for the interviews with an emphasis on those responsible for services and with
responsibility for large numbers of employees. Directors of the main functions such as
Finance, HR, IT and OD were also targeted. A total of 18 top and senior managers were
invited to participate in the interviews. The option of face to face or telephone interview was
offered to enhance the possibility of securing interviews with this group. Sixteen responded
to the request and of that number a total of 13 were interviewed, twelve face to face and one
by telephone as the individual had been called to another site. The other interviews did not
happen for a variety of reasons such as illness, leave and urgent matters which clashed with
appointment times. Those interviewed included the CEO, Regional Managers, Directors of
Functions and General Managers. 51Each interview lasted approximately an hour and was
recorded in note form as close to verbatim as possible. Tape recording was not used as it was
considered that the majority of the target group would not be as comfortable with taperecording and that a better result might be achieved without it. The interviews were typed up
in detail shortly after each interview by the researcher. 3.4 Preparation and analysis of data
The data collected during the development and piloting of the needs analysis process as
detailed above was transferred to a time ordered matrix (Miles and Huberman 1994). The
matrix recorded the time frame, people involved, the activity in relation to the process, the
stage in the cycle of planned change, other external events impacting on the process and
comments. Information was condensed as much as possible but left with enough richness to
convey the detail of what happened and any issues arising. Specific quotes were included
where appropriate and reflection notes. The prepared data was then color coded for elementsrelating the four key organizational change areas listed earlier. The data was further color
coded for resistance. Forms of resistance were categorized as follows:
Dependency
Fight/flight
Fragmentation
Identity
Authority
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Urgency/ Quick fix
52These forms of resistance relate to characteristics of bureaucratic, hierarchical public
service organization s noted in the literature and are also recurring organizational issues as
diagnosed by the Director of OD in the organization . This data was further analyzed and
reduced to a one page summary depicting the change issues and organization al issues arising
at each stage of the cycle of planned change. Thus it is possible to look at whether the key
organizational change issues arose during the development of the needs analysis process and
also what kinds of dynamics were happening during the process with each site and with the
steering group overall. This latter data is useful as it highlights organizational issues which
will have to be planned for and worked into any future implementation of this process and
future organizational change work. The data from the interviews was prepared so that all the
data relating to each question was put together. The data was then analyses for main themes
and ideas emerging. These were extracted and then further analyzed and clustered to reduce
the data to overall themes emerging. The data as a whole was then reviewed for overall andrecurrent themes. The data was also color coded in relation to the key organizational change
issues identified.
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DATA COLLECTION
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Techniques for Collecting data at Organizational
Level
As discussed already, in organizational analysis we try to ascertain the areas in the
organization that require training interventions. For example, among the various kinds ofinterventions that organizations chose it was found out managerial training is picking up fast
among corporations and also that managerial competencies amount for 98% of success in the
jobs.
Personnel and skill inventories, organizational climate and efficiency indices, Management
requests, Exit interviews, management by objectives (MBO) are the various kinds of
techniques that are used at the level of organizational analysis for collecting data for training
needs analysis.
Essentially all these tools collect data that is inferential in nature, but does not give a clear picture of the training needs. For example, the above mentioned tools may lead anorganization to deduce that ‘there is a need for aligning the work processes with the
organizational goals / objectives’, which is not very rich diagnostically. It may require furtheranalysis, which is done with the help of tools at the level of Job or the task.
The techniques for data collection at the level of the job include job description, performance
standards, work sampling, job specifications, job literature analysis, and analysis of
operational problems among others. These techniques are aimed at extracting data for
understanding the target of training i.e. what exactly should be taught in training. Time
management may be may be one critical intervention in project handling / management.
These techniques at the level of job are useful but yet not sufficient in helping understand
who requires training and when. Taking the above example further, time management may be
a critical intervention for Projects people, but there may already be some who are very
efficient in time management and may require the intervention at other level, which is only
possible to ascertain with the help of techniques used at the level of the individual or the person.
Training may prove worthless if it is conducted without studying individual data. Every
member in a team is unique and works as well as performs at a certain level (n). There may be others who are at (n+1) or (n-1) or more. Thus, the same intervention may halt the
progress of a certain individual and finally the organization. There are therefore certain toolsthat help in deciding interventions at the individual level. Performance appraisal data,
questionnaires, attitude surveys, 360 degree feedback, assessment centers, critical incidents
are some techniques that are employed to a good benefit.
All these techniques are integral to the success of any training program. Although each one of
these may be used independently but the combined use offers a holistic view of training
within an organization!
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DATA ANALYSIS
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Organizational Analysis. An analysis of the business needs or other reasons the
training is desired. An analysis of the organization's strategies, goals, andobjectives. What is the organization overall trying to accomplish? The important
questions being answered by this analysis are who decided that training should beconducted, why a training program is seen as the recommended solution to a business
problem, what the history of the organization has been with regard to employeetraining and other management interventions.
Person Analysis. Analysis dealing with potential participants and instructors involved
in the process. The important questions being answered by this analysis are who will
receive the training and their level of existing knowledge on the subject, what their
learning style is, and who will conduct the training. Do the employees have required
skills? Are there changes to policies, procedures, software, or equipment that require
or necessitate training?
Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties and skill
level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
Performance Analysis. Are the employees performing up to the established
standard? If performance is below expectations, can training help to improve this performance? Is there a Performance Gap?
Content Analysis. Analysis of documents, laws, procedures used on the job. Thisanalysis answers questions about what knowledge or information is used on this job.
This information comes from manuals, documents, or regulations. It is important that
the content of the training does not conflict or contradict job requirements. Anexperienced worker can assist (as a subject matter expert) in determining the
appropriate content.
Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective in
its usage.
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.
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Conducting an Organizational Analyses
Determine what resources are available for training. What are the mission and goals of the
organization in regards to employee development? What support will te senior management
and managers give toward training? Is the organization supportive and on-board with this process? Are there adequate resources (financial and personnel)?
Conducting a Work / Task Analysis
Interview subject matter experts (SME's) and high performing employees. Interview the
supervisors and managers in charge. Review job descriptions and occupational information.
Develop an understanding of what employees need to know in order to perform their jobs.
Important questions to ask when conducting a Task Analysis:
1.
What tasks are performed?
2. How frequently are they performed?
3.
How important is each task?
4. What knowledge is needed to perform the task?
5. How difficult is each task?6. What kinds of training are available?
Observe the employee performing the job. Document the tasks being performed. When
documenting the tasks, make sure each task starts with an action verb. How does this task
analysis compare to existing job descriptions? Did the task analysis miss any important parts
of the job description? Were there tasks performed that were omitted from the job
description?
Organize the identified tasks. Develop a sequence of tasks. Or list the tasks by importance.
Are there differences between high and low performing employees on specific work tasks?
Are there differences between Experts and Novices? Would providing training on those tasks
improve employee job performance?
Most employees are required to make decisions based on information. How is information
gathered by the employee? What does the employee do with the information? Can this
process be trained? Or, can training improve this process?
Cognitive Task AnalysisDevelop a model of the task. Show where the decision points are located and what
information is needed to make decisions and actions are taken based on that information. This
model should be a schematic or graphic representation of the task. This model is developed
by observing and interviewing the employees. The objective is to develop a model that can beused to guide the development of training programs and curriculum.
http://www.hr-guide.com/Training/Action_Verbs.htmhttp://www.hr-guide.com/Training/Action_Verbs.htm
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Since the training is based on specific job tasks, employees may feel more comfortable taking
the effort to participate in training.
Gather information about how the task is performed so that this can be used to form a modelof the task. Review job titles and descriptions to get an idea of the tasks performed. Observe
the employee performing the job. Review existing training related to the job. Make sure you
observe both experts and novices for comparison.
Conducting a Performance Analysis
This technique is used to identify which employees need the training. Review performance
appraisals. Interview managers and supervisors. Look for performance measures such as
benchmarks and goals.
Sources of performance data:
1.
Performance Appraisals
2. Quotas met (un-met)
3.
Performance Measures
4. Turnover
5. Shrinkage6. Leakage
7. Spoilage
8.
Losses9. Accidents10.
Safety Incidents
11. Grievances12.
Absenteeism
13. Units per Day
14. Units per Week
15. Returns
16. Customer Complaints
Are there differences between high and low performing employees on specific competencies?
Would providing training on those competencies improve employee job performance?
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Checklist for Training Needs Analysis
It is helpful to have an organized method for choosing the right assessment for your needs.
A checklist can help you in this process. Your checklist should summarize the kinds of
information discussed above. For example, is the assessment valid for your intended purpose?Is it reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and
valid by the participants? Also consider the ease or difficulty of administration, scoring, and
interpretation given available resources. Click here for a sample checklist that you may find
useful. Completing a checklist for each test you are considering will assist you in comparing
them more easily.
http://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htm
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RESEARCH TOOLS
USED
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Several basic Needs Assessment techniques include:
Direct Observation
Questionnaires
Consultation With Persons In Key Positions, And/or With Specific Knowledge
Review Of Relevant Literature
Interviews
Focus Groups
Assessments/Surveys
Records & Report Studies
Work Samples
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RESULT AND
FINDINGS
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TRAINING ANALYSIS PROCESS
Over the last 20 years the critical nature of the man-in-the-loop has changed from simply
manual dexterity and procedural operation to a state in which their decision making,
cognitive abilities, data assimilation, communication skills, and attitude are all crucial. Inaddition the job structure of the personnel operationally involved with modern systems has
diversified in direct proportion to the complexity of the technology. This has fueled the need
for a formal approach.
The task of training can be broken down into a number of discrete components, each
addressing a different part of the overall learning process. This breakdown is as follows:-
Psycho-motor Skills
Procedural Skills
Knowledge Transfer
Communication Skills
Colossal Thinking
Attitude Learning
Performance Training
Physiological Stresses
The role of training analysis is to build a formal bridge between the available design data and
the training media and training objectives, in order to facilitate the transfer of training
elements into the operational environment.
For complex multi-user system a user-to-task map is often constructed to present the
relationship between the tasks and the identified team structure and also to identify new
groups of users that would need to have an understanding of the system. The training gap is
assessed by a comparison between the goals and tasks undertaken by the individuals and the
existing training.
There is a wide variety of training media that can be used, ranging from traditional lecture-
based teaching to sophisticated simulators. Different media will be more or less appropriate
for different activities. It is necessary to determine the most suitable and cost-effectivetraining media for the different areas.
There have been many different approaches defined, however, the system approach to
training has been the most successful.
Training Needs Analysis (TNA) is defined as the “Identification of training requirements and
the most cost effective means of meeting those requirements”.
A TNA should always be performed where a major new development in policy, equipment
acquisition or procedures is deemed to have potential impact upon the current training
regime.
http://en.wikipedia.org/wiki/Man-in-the-loophttp://en.wikipedia.org/wiki/Data_assimilationhttp://en.wikipedia.org/wiki/Data_assimilationhttp://en.wikipedia.org/wiki/Man-in-the-loop
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TST has considerable experience of successfully employing the accepted techniques applied
to the development of training systems, including the Systems Approach to Training (SAT) in
both the defence and civilian domains using customer specific standards such as JSP 822
where required.
Carrying out all TNA activates in accordance with SAT principles ensures rigorous visibility
in each design stage with clear audit trails from the initial Scoping Study through to the
recommended solution.
BENEFITS
Speed up the transition of adopting change
Reduce the risk and impact on the business and ensure that your people are not only
prepared for the change but fully equipped
Maximize the opportunity of a successful implementation
http://en.wikipedia.org/w/index.php?title=Systems_Approach_to_Training&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Systems_Approach_to_Training&action=edit&redlink=1
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CONCLUSION
In this study the aim was to examine how the process for developing a training needs analysis
tool could influence organization change. In addition consideration was given to how the
training needs analysis process can help get people on board with organizational change. This
was all set against a backdrop of ongoing organizational change occurring as a result of both
internal and external factors. The main result of the process was that through adopting an
action research approach to the development of the process the researcher was able to learn
about the organization, the enablers and blockers to change and what needs to be built into
future interventions. Through use of the parallel structure, which mirrored very much the
overall organization, how people resisted or bought into the change could be observed and
considered. The process was quite different for the two sites and there were different
outcomes for each. This is particularly interesting as the organization is in transition as
outlined earlier and this transition was reflected in the two sites. As a result of going through
this process a tool was developed for identifying learning and development needs that reflects
organizational thinking and needs. Insights have also been gained which will be built into
future developments in the area of learning and development in the organization. The
development of the training needs analysis tool through the parallel structure and the
evaluative inquiry approach to the evaluation of the process modeled reflective practice forthe organization and provides an opportunity for it to look at itself through reflecting it back
to itself. It also 55modelled and addressed the key organizational change issues of
participation, strategic focus, learning organization culture and collaboration. The results will
be reported in the format of a case study. The case study will be reported chronologically and
divided into the stages of the cycle of planned change. The results of the interviews will be
reported in a separate chapter.
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LIMITATIONS
1.
There is a limitation of time .
2.
Company does not disclose all its strategies .
3.
Training and development process lasts for a particular period .
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Future scope
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The future scope of training is very vast , it improves day by day . training and development
comes up with new techniques to train its employees .
1 . Coaching-
The ‘coach’ works directly with an employee on a specific issue with structured built-inreview and evaluation sessions.
Providing an employee with an opportunity to learn about a new area of work. Turning a
work problem into a learning situation.
An intensive method of training which may involve a considerable time commitment from
the ‘coach’.
2 . Skills Based Courses
Aim to meet identified training needs by instruction and testing of skills gained.
Practical skills such as driving, IT Skills, telephone training, communications skills etc.
Requires the learner to use the skills after the course or the risk is it will be lost.
3 .External Qualifications
An employee works to gain a recognized qualification at an external provider (e.g. college,
university) or through a correspondence course.
Necessary where a qualification allows the employee to practice (e.g. law, environmentalhealth). For development of the employee so that promotion can be obtained.
All external qualification support should be assessed to determine the benefits to the
employee and the Council. Caution should be exercised where the benefit is solely for the
employees career development.
4 .National Vocational Qualifications
An employee prepares a portfolio of evidence against the recognized standards of the
appropriate NVQ. The Portfolio will be assessed by a qualified individual and awards are
made by recognized ‘lead bodies’. There are NVQs available in hundreds of subjects ranging
from Level 1 to Level 5.
Can be used where there are no recognized ‘external qualifications’ based on examination or
where the employee is better suited to working at their own pace. NVQs can be delivered in
the workplace during work time or combined with external, off the job training.
Learners can set their own pace and benefit from a flexible structure. Units are chosen to
match the candidates’ job role and some training providers will tailor the qualification to
meet your needs. As with all accredited training that takes place over a longer period of time,
NVQs do require a commitment from the learner and the employer alike.
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REFERENCE
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1.
Rosemary Harrison (2005). Learn ing and Development . CIPD Publishing. p. 5. ISBN 9781843980506.
2. Jump up Patrick J. Montana and Bruce H. Charnov (2000). "Training and
Development". Management . Barron's Educational Series. p. 225. ISBN 9780764112768.
3. Jump up to:a b c d Thomas N. Garavan, Pat Costine, and Noreen Heraty (1995). "Training and
Development: Concepts, Attitudes, and Issues". Train ing and Development i n I reland . Cengage
Learning EMEA. p. 1. ISBN 9781872853925.
4.
Jump up Derek Torrington, Laura Hall, and Stephen Taylor (2004).Human Resource Management .
Pearson Education. p. 363.ISBN 9780273687139.
5. Jump up John Hoover, PhD " How to Work for an Idiot: Survive and Thrive Without Ki ll ing Your
Boss" (Career Press ISBN 1564147045/ISBN 978-
1564147042)http://www.amazon.com/dp/1564147045
6. Jump up William J. Rothwell and H. C. Kazanas (2004). The Strategic Development of Talent . Human
Resource Development Press. p. 4. ISBN 0-87425-752-2.
7. Jump up William J. Rothwell (2005). Ef fective Succession Plann ing . AMACOM Div American
Mgmt. pp. xviii. ISBN 0-8144-0842-7.
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