17342256 Training Need Analysis Www Management Source Blog Spot Com

8/8/2019 17342256 Training Need Analysis Www Management Source Blog Spot Com

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Environmental scanning: Here the economic, political, socio-cultural and technological environment of the organisation isexamined.

Organisational climate analysis: The climate of an organisation

speaks about the attitudes of members towards work, company policies, supervisors, etc. Absenteeism, turnover ratios generallyreflect the prevailing employee attitudes.

2) Task or role analysis:This is a detailed examination of a job, itscomponents, its various operations and conditions under which ithas to be performed. The focus here is on the roles played by anindividual and the training needed to perform such roles. Thewhole exercise is meant to find out how the various tasks h beperformed and what kind of skills, knowledge, attitudes are neededto the job needs. Questionnaires, interviews, reports, tests,

observation and methods are generally used to collect job relatedinformation from time-to-time. After collecting the information, anappropriate training program may be designed, paying attention to(i) performance standards required of employees, (ii) the tasks theyhave to discharge, (iii) the methods they will employ on the joband (iv) how they have learned such methods, etc.

3) Manpower analysis:Here the focus is on the individual-in a given job. There are three issues to be resolved through manpoweranalysis. First we try to find, whether performance is satisfactoryand training is required. Second, whether the employee is capableof being trained and the specific areas in which training is needed.Finally, we need to state whether poor performances (who canimprove with requisite training inputs) on the job need to bereplaced by those who can do the job. Other options to trainingsuch as modifications in the job or processes should also be lookedinto. Personal observation, performance reviews, supervisoryreports, diagnostic tests help in collecting the required informationand select particular training options that try to improve theperformance individual workers.

Learning Principles: The Philosophy of Training

Philosophy

The purpose of training and development is to maintain and improveeffectiveness and efficiency of individuals within the organization. This can only


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have sustained effect if it influences the actions and practices of line managers soas to serve better both - the self-interest of employees(personal return both tangible and intangible) and the needs of the organization(profit return both short and long range). All training and development within thecompany is based on the firm credence that:

Employees have a need for growth and self-fulfilment, which can becompatible with the goals of the organization for the benefit of both

Learning is a self directed- activity: all employee development is self-development

Training to be effective must be function of line management

Training is essential for job success. It can lead to higher production,fewer mistakes, greater job satisfaction and lower turnover. These benefits

accrue to both the trainee and the organization, if managers understand theprinciples behind the training process. To this end, training efforts mustinvariably follow certain learning-oriented guidelines.

Modelling

Modelling is simply copying someone elses behaviour. Passive class-room learning does not leave any room for modelling. If we want tochange people, it would be a good idea to have videotapes of peopleshowing the desired behaviour. The selected model should provide theright kind of behaviour to be copied by others. A great deal of human

behaviour is learned by modelling others. Children learn by modelling;parents and older children, they are quite comfortable with the process bythe time: hey grow up. As experts put it. "Managers tend to manage asthey were managed!"

Motivation

For learning to take place, intention to learn is important. When theemployee is motivated, he pays attention to what is being said, done andpresented. Motivation to learn is influenced by the answers to questionssuch as: How important is my job to me? How important is the

information? Will learning help me progress in the company? People learnmore quickly when the material is important and relevant to them.Learning is usually quicker and long-lasting when the learner participatesactively. Most people, for example, never forget how to ride a bicyclebecause they took an active part in the learning process.

.Reinforcement


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If behaviour is rewarded, it probably will be repeated. Positivereinforcement consists of rewarding desired behaviours. People avoidcertain behaviours that invite criticism and punishment. A bank officerwould want to do a postgraduate course in finance, if it earns himincrements and makes him eligible for further promotions. Both the

external rewards (investments, praise) and the internal rewards (a feelingof pride and achievement) associated with desired behaviours compelsubjects to learn properly. To be effective, the trainer must reward desired behaviours only. If he rewards poor performance, the results may bedisastrous: good performers may quit in frustration, accidents may go up,and productivity may suffer. The reinforcement principle is also based onthe premise that punishment is less effective in learning than reward.Punishment is a pointer to undesirable behaviours. When administered, itcauses pain to the employee. He mayor may not repeat the mistakes. Thereactions may be mild or wild. Action taken to repeal a person fromundesirable action is punishment. If administered properly, punishment

may force the trainee to modify the undesired or incorrect behaviours.

Feedback

People learn best if reinforcement is given as soon as possible aftertraining. Every employee wants to know what is expected of him and howwell he is doing. If he is off the track, somebody must put him back onrails. The errors in such cases must be rectified immediately. The traineeafter learning the right behaviour is motivated to do things in a 'right' wayand earn the associated rewards. Positive feedback (showing the traineethe right way of doing things) is to be preferred to negative feedback(telling the trainee that he is not correct) when we want to changebehaviour.

Spaced Practice

Learning takes place easily if the practice sessions are spread over a periodof time. New employees learn better if the orientation programme isspread over a two or three day period, instead of covering it all in one day.For memorizing tasks, 'massed' practice is usually more effective. Imaginethe way schools ask the kids to say the prayer loud. Can you memorize along poem by learning only one line per day? You tend to forget the beginning of the poem when you reach the last stanza. For' acquiring'skills as stated by Mathis and Jackson, spaced practice is usually the best.This incremental approach to skill acquisition minimizes physical fatiguethat deters learning.

Whole Learning

The concept of whole learning suggests that employees learn better if the


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job information is explained as an entire logical process, so that they cansee how the various actions fit together into the 'big picture'. A broadoverview of what the trainee would be doing on the job should be giventop priority, if learning has to take place quickly. Research studies havealso indicated that it is more efficient to practice a whole task all at once

rather than trying to master the various components of the task at differentintervals.

Food for thought:

Is the concept of whole learning related to holism?

Active Practice

'Practice makes a man perfect' so said Bacon. To be a swimmer, youshould plunge into water instead of simply reading about swimming orlooking at films of worlds' best swimmers. Learning is enhanced when

trainees are provided ample opportunities to repeat the task. For maximumbenefit, practice sessions should be distributed over time.

Applicability of Training

Training should be as real as possible so that trainees can successfullytransfer the new knowledge to their jobs. The training situations should beset up so that trainees can picture the types of situations they can comeacross on the job.

Environment

Finally, environment plays a major role in training. It is natural thatworkers, who are exposed to training in comfortable environments withadequate, well spaced rest periods are more likely to learn than employeeswhose training conditions are less than ideal. Generally speaking, learningis very fast at the beginning. Thereafter the pace of learning slows down asopportunities for improvement are reduced.

Areas of Training

The Areas of Training in which training is offered may be classified intothe following categories:

Knowledge

Here the trainee learns about a set of rules and regulations about the job,the staff and the products or services offered by the company. The aim is


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to make the new employee fully aware of what goes inside and outside thecompany.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine andhandling computer) so that he can acquire that skill and contributemeaningfully.

Social Skills

The employee is made to learn about himself and other, develop a rightmental attitude, towards the job, colleagues and the company. Theprincipal focus is on teaching the employee how to be a team member andget ahead.

Techniques

This involves the application of knowledge and skill to various on-the-jobsituations. In addition to improving the skills and knowledge ofemployees, training aims at clouding employee attitudes: Whenadministered properly, a training programme. It will go a long way inobtaining employee loyalty, support and commitment to companyactivities.

Need for Employee Training and Development

Training and development can be initiated for a variety of reasons for anemployee or group of employees, e.g.

a.) When a performance appraisal indicates performance improvement isneeded

b.) To "benchmark" the status of improvement so far in a performanceimprovement effort

c.) As part of an overall professional development program

d.) As part of succession planning to help an employee be eligible for aplanned change in role in the organization

e.) To "pilot", or test, the operation of a new performance managementsystem


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f.) To train about a specific topic (see below)

Issues in Employee Training

1. Communications: The increasing diversity of today's workforce brings awide variety of languages and customs.

2. Computer skills: Computer skills are becoming a necessity forconducting administrative and office tasks.

3. Customer service: Increased competition in today's global marketplacemakes it critical that employees understand and meet the needs ofcustomers.

4. Diversity: Diversity training usually includes explanation about how

people have different perspectives and views, and includes techniques tovalue diversity

5. Ethics: Today's society has increasing expectations about corporatesocial responsibility. Also, today's diverse workforce brings a wide varietyof values and morals to the workplace.

6. Human relations: The increased stresses of today's workplace caninclude misunderstandings and conflict. Training can people to get alongin the workplace.

7. Quality initiatives: Initiatives such as Total Quality Management,Quality Circles, benchmarking, etc., require basic training about qualityconcepts, guidelines and standards for quality, etc.

8. Safety: Safety training is critical where working with heavy equipment,hazardous chemicals, repetitive activities, etc., but can also be useful withpractical advice for avoiding assaults, etc.

9. Sexual harassment: Sexual harassment training usually includes carefuldescription of the organization's policies about sexual harassment,especially about what are inappropriate behaviours.

Article - 1

Link Staff Training With Improvement Goals

By: Patrice L. Spath Brown-Spath & Associates

Often the financial and operational tactics for meeting an organizations strategic


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improvement goals are carefully planned. And yet commonly overlooked are thecompetencies and skills of the people who are expected to meet these goals. The trainingneeds associated with each improvement goal should be carefully evaluated and plannedfor to ensure that your workforce is well prepared. The quality of patient care issignificant impacted by what employees know. The more knowledgeable an employee,

the better job he or she can do. The distinction between organizational goals and stafflearning is becoming blurred. To successfully implement strategic improvement goalsthe organization must help everyone keep learning about their ever-changing jobresponsibilities.

Some healthcare organizations predetermine training needs based on accreditationstandards, OSHA regulations, and other externally defined requirements. However thereis no evaluation of whether the training will actually enhance the organizations ability toachieve improvement goals. It is also common to ask employees what training they thinkthey need. This may be important for individual staff development, but the employeesview of what is personally important may not address the overall needs or objectives of

the organization. Also, managers may provide an opinion about the training needs oftheir department but there is no confirmation with or reference to the organizationsimprovement goals.

The most enlightened healthcare organizations determine the strengths and weaknessesof staff in meeting improvement goals before defining and prioritising training needs.When goals are established it is important to determine what training may be necessaryto achieve these goals. This analysis involves identifying the workforce competenciesand skills that are necessary to support goal attainment. A competency is defined asbehaviour or set of behaviours that describes required performance for a particular job.Skills are concrete attributes of individuals, such as skill in information technology or

conflict management.

For example, a healthcare organization may establish the goal of reducing the number ofpatient falls. To achieve this goal, employees will need specific competencies and skills.What are these competencies and skills? The answer should be derived from the judgment of supervisors and reinforced through discussions with employees. Thenconduct a gap analysis What competencies and skills are needed? What staff shouldhave these competencies and skills? What are the strengths and weaknesses of thecurrent workforce?

For each of your organizations performance improvement goals, ask the following

questions: Would enhancing the competencies/skills of the current workforce help withgoal attainment? Would a better-trained workforce make goal attainment more effectiveand efficient? What are the learning needs of those staff that will directly influence goalattainment? How will knowledge and skill gaps be addressed?

Some healthcare organizations create a joint steering committee comprised ofrepresentatives from various levels and functions to facilitate the implementation ofgoal-directed training. This committee ensures that the training needs of staff are aligned


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with the improvement goals of the organization. With input from management, thecommittee determines what training programs are needed to effect improvements andwhich employees should participate. The sequence of training implementation can alsobe established. Inter-departmental task forces may be formed to focus on specific staffcompetencies or skills that are deemed weak.

With budgetary allowances for staff training and education shrinking, the need to linktraining requirements with the organizations improvement goals is more important thanever before. Any educational program will stand or fall based on its effectiveness andalignment with the organizations priorities. An organizations improvement goals serveas the blueprint for transforming current performance into the desired future state.Employee training and development are essential to achieving these goals. The primaryway that educational programs can gain needed support and recognition is by illustratinghow they are intrinsically linked to the organizations improvement priorities.

Copyright 2002 by Brown-Spath & Associates

Article - 2

Transitioning from ineffective and counter-productive conversations during

stressful circumstances to engaged, mutually respectful and authentic

interactions, even under the most trying conditions.

Situation:

A client organization with +5000 employees in dozens of locations throughoutrecognizes that the authenticity and effectiveness of interpersonal communicationamong key employees has diminished dramatically.

Communication between various regional sales offices and manufacturingfacilities has broken down, causing numerous production and operational delays.Executives have become protective of their individual "silos" and employees havebegun to mirror this behaviour.

Root Causes:

a) Executives do not communicate effectively with each other during stressfulcircumstances, particularly when a) Stakes are high, b) there are opposingopinions and c) emotions are intense.

b) Many employees have begun to "mirror" the communication habits of someexecutives.


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In addition to furthering the development of communication skills among theexecutives, the objective of these sessions was to "model" a learning conversationthat each attendee could repeat with his or her own direct reports.

January 2002 - Cascaded learning occurs during regular business meetings

throughout the organization.

As executives held "learning conversations" with their own direct reports, thegoal, in addition to furthering the development of communication skills withinthat specific business team, was to "model" a learning conversation that eachattendee could repeat with his or her own direct reports, etc.

As the learning "cascaded" down the organization, through a series of learningconversations, feedback was positive. In order to ensure that the information andskills were in fact being delivered, every informal learning session was alwaysreinforced with handouts, video examples and/or interactive exercises and

homework.

April, 2002 - Audio Reinforcement

Once a "critical mass" of employees within the organization had begun to developnew communication skills, then audio CD's were introduced to further reinforcethe skills they had been learning.

Each employee received one Audio CD every 2 weeks for a total of 8 CD's overthe course of 2 months.

July, 2002- Training conducted during a National Sales Meeting

Utilizing company employees as the presenters, a half-day of communicationskills training was delivered based upon specific development opportunitiesidentified by the management team.

September, 2002- Certification program introducedEmployees were offered an opportunity to further their learning and become"certified" in the skills learned through the "REAL Communication" program.

Source: http://www.frontlinelearning.com/

Article 1

Transitioning from product-focused sales presentations to customer-

focused sales consultations

Situation:
http://www.frontlinelearning.com/http://www.frontlinelearning.com/


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A client organization with +800 salespeople experiences flattening growthrates (from decades of double-digit annual growth to eight years of 5 to 7percent inflation-adjusted growth).

Root Causes:

a) An increasingly commoditized product line.

b) Smaller regional competitors with lower cost structures, better able tocompete on price alone.

c) An entire generation of salespeople who were very successful(+$160,000 average income) acting as product presenters, not consultants.And thus, not highly motivated to change.

d) Sales MANAGER activities had evolved from day-to-day sales training

and coaching to primarily administrative and organizational tasks.

Solution:

Based upon in-depth consultations with a broad range of individualsthroughout the organization, a plan was developed that integrated a long-term consultative sales training initiative with a re-alignment of salescompensation, incentives, and recognition.

In November of 1999, this client began utilizing Frontline Learning's salestraining resources to drive a significant evolution in its sales force,transitioning from a presentation-focused selling methodology to true, indepth consultative selling.

Training Milestones:

November, 1999 - All Sales Representatives completed a comprehensiveassessment of consultative selling skills

During fall Regional Meetings, Managers administered an in-depth skillsassessment, then forwarded results to the Training Department foranalysis. Organizational, regional and individual Skill Graphs weredeveloped.

Key findings: Relationship-building skills and self-motivation were thegreatest overall strengths, while most other skill categories showednoteworthy deficiencies. In particular, sales cycle management, prospecting, asking tactical/strategic questions and self-coaching wereidentified as significant development opportunities.


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January 2000 - Regional Managers delivered targeted sales training at theNational Sales Meeting

Regional Sales Managers received significant training/coaching in preparation for delivery of 18 sessions targeted toward specific selling

skills (prospecting, asking strategic questions, etc.) at the National SalesMeeting (each session was delivered 3 times by a team of 3 or 4 RegionalManagers).

Key findings: The train-the-trainer preparation revealed a significantdevelopment opportunity within the ranks of the Sales Management team.Because their role had evolved toward an administrative/managementposition rather than primarily a tactical sales coaching position, many didnot possess even fundamental knowledge of consultative selling skills andtechniques.

April 2000 - Consultative Selling Skills: Custom Audio ReinforcementPrograms/Facilitation & Coaching Guide developed

Customized Audio Reinforcement Programs were developed for each ofthe 20 skill categories included in the initial skills assessment. Sales Repsmade programs available for purchase at a very modest cost ($14.50 perprogram) subsidized by the organization.

Regional Managers received a complete set of 20 Audio ReinforcementPrograms along with a Facilitation & Coaching Guide to enhance theirown day-to-day sales coaching ability.

June 2000 - REAL Selling process integrated into Yearbook/ScholasticSales Academy

A fully integrated consultative selling approach (rather than distinct,separate skill sets) was developed for use at sales academies. The REALSelling program fully systemizes many of the consultative best practicesof high- performing Sales Representatives. Because it is a fully integrated,systemic approach to consultative selling, it requires a highly motivatedlearner, so the Sales Training Department moved forward on 2 tracks:REAL Selling for new Sales Representatives, and distinct/targeted skilldevelopment for veteran Sales Representatives.

May, 2001- Retail Division Account Managers receive targetedConsultative Sales Training

A half-day of consultative sales training was delivered based upon specificdevelopment opportunities identified by Retail Division managementteam.


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November, 2001- REAL Coaching delivered to all Sales Managers

A program to enhance the day-to-day sales coaching skills of RegionalManagers was developed, fully integrating the specific competencies and

skill sets delivered in the REAL Selling program.

January, 2002 - REAL Selling Utilized by the Retail Division to trainAccount Managers and Sales Associates

The formation of a new sales structure provided the management groupwith an opportunity use REAL Selling as both a consultative sales trainingand a team building resource, putting both Account Managers and SalesAssociates on the same page with an integrated selling approach.

February, 2002 - REAL Selling for Marketing Professionals

This program was developed to help the Marketing organization:

a) Develop greater awareness and understanding of the specificconsultative selling skills being driven by the Sales Training Department,

b) Utilize the communication platform created by these consultativeselling skills for more effective new product roll outs, and

c) Learn to USE consultative selling skills to more effectively influenceJostens Sales Reps.

March, 2002 - Online Delivery/Reinforcement of Consultative SellingSkillsA web-based sales training course was developed which included lessonsfocused on each of the 20 skill categories included in the initial skillsassessment. This course is now available 7/24 to ALL of the organization'sSalespeople and Managers.

The course is also now required pre-work for Sales Academy Attendees.

Benefits:

In terms of consultative selling skills, there are still significantdevelopment opportunities within the organization's sales force, but therehave also been equally significant results to date that have providedtangible benefits. For Example:

Veteran salespeople are responding better to targeted training rather thanto one size fits all programs


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Many veteran Reps are able to satisfy their personal goals without furtherselling skill development and they are understandably proud of theircurrent selling ability, which often means they are not highly motivated tolearn (and USE) new skills or techniques. But the organization cannotachieve its objectives without continuous skill improvement. Our targeted

approach has made new skill development more palatable to veteransalespeople, and new skill USAGE more measurable by RegionalManagers.

Sales Managers are developing new selling and coaching skills

Many Regional Sales Managers report an increased ability to provide practical selling skills coaching for both new and experienced reps.Managers feel more confidant and competent, and are able to have deeper,richer conversations with reps focused of specific skills, habits and/orbehaviors that will drive increased productivity. Regional Sales Managers

are all speaking the same language as their salespeople, particularlythose who have attended Sales Academy during the past 3 years. Again,the common understanding of a specific sales process and system hasdriven this.

Our long-term development plan (vs. quick fix training events) isbecoming a key competitive differentiator

Any competitor can hold a 2-day sales training session. Or even aweeklong selling boot camp. But the skill development that hasoccurred across the client's sales organization over the past 3 years, with acontinual focus on the same specific consultative selling best practices,delivered and reinforced in a variety of ways, is becoming a sustainabledifferentiator. Even if their competitors knew exactly what skill sets wewere training to, this isnt something that could be easily duplicated.

Sales Academy face-to-face training time has been reduced whileenhancing new rep effectiveness

Over the past 3 years, as new programs and resources have beendeveloped, the organization's sales academies have gone from 11 daysdown to 5 (Plus an additional 2 days of presentation skills training for anew salespeople in one division) while at the same time significantlyenhancing the actual effectiveness of the program.

New salespeople are experiencing success more quickly and bouncingback from failure more easily

Based upon anecdotal evidence (feedback from veteran RegionalManagers, Trainers and Salespeople) new salespeople are able to hit the


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ground running using the REAL Selling process. They are able to ask better (more consultative) questions, get block agreements signed moreeasily, present more professionally and open new accounts more quickly.

In addition, when new salespeople experience failure the REAL Selling

process helps them gain an accurate understanding of WHY they didntmake the sale and what they have to do in the future to be more successfulin similar situations. This has made it easier to keep high-potential newsalespeople in the game long enough to succeed long-term, reducingturnover rates.

It has become more difficult for new salespeople and experienced veteransto hide out

Because the skill sets are so clear and unambiguous, and because of thecommon language that has taken root within the sales organization, it is

more difficult for salespeople to tap dance their way around a manager.Feedback from Regional Managers suggests that this is also true forveteran sales reps.

Marketing and Sales are learning to speak the same language

The Marketing organization is beginning to utilize the communication platform created by these consultative selling skills to enable moreeffective new product pilots and roll outs. At-a-Glance sheets and othercommunication vehicles are beginning to reflect (and drive) theconsultative selling approach.

Source:www.frontlinelearning.com
http://www.frontlinelearning.com/http://www.frontlinelearning.com/


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Training need Analysis

Training Need Assessment

Organisational Analysis Taskor role Analysis

Manpower Analysis


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The Philosophy of Training

The purpose of training and developmentis to maintain and improve effectiveness

and efficiency of individuals within the

organization. This can only have

sustained effect if it influences the

actions and practices of line mangers so

as to serve better both - the self

interest of employees.

Areas of Training

Knowledge

Technical Skills Social Skills

Techniques

Documents

17342256 Training Need Analysis Www Management Source Blog Spot Com