Manswr ali m

TRAINING NEEDS ASSESSMENT (TNA)

AND

TRAINING NEEDS ANALYSIS (TNT)

Manswr Ali Alasmri

Multimedia university

Of Malaysia

60173021214

[email protected]

IIII

Dr. Azman

Multimedia University of

Malaysia

ABSTRACT

The study was an attempt to investigate and

analysis of training needs assessment and its

importance in needs assessment provides the

information that is usually necessary for

designing training programs.

The research searches for to evaluate existing

literature reviews of training needs assessment

and recommends several suggestions for the

importance of it’s so that to meet the employees’

and organisational .and how can analysis

McNamara (n.d.) lists the following as general

benefits from employee training:

increased job satisfaction and morale

increased motivation.

increased efficiencies in processes, resulting

in financial gain.

increased capacity to adopt new technologies

and methods.

increased innovation in strategies and

products.

reduced employee turnover.

1. Keywords: training needs assessment,

Training Need Analysis, TNA.

2. Introduction

The aim of this article is to systematically review

Training Needs Assessment. Training needs

assessment is traditionally regarded as a

diagnostic process that occurs before training

(Tahmina, 2012). Griffin (2003) supports training

usually in human resources management

perspective refers to teaching operational and

technical employees as to how to do the job for

which they were hired. Furthermore, Mathis

&Jackson (2004) state ‘training as a procedure

whereby people obtain capabilities to assist in the

accomplishment of organizational objectives’.

Besides, McGehee and Thayer (1999) support

training as, “the formal procedures accompany

uses to facilitate employees’ learning so that their

resultant behaviour contributes to attainment of

the company’s goals and objectives”

What Is a Training Needs Assessment?

Cekada (2012) a training needs assessment is

used to determine whether training is the

right solution to a workplace problem. It is

an “ongoing process of gathering data to

determine what training needs exist so that

training can be developed to help the

organization accomplish its objectives”

(Brown, 2002, p. 569). Said more simply, it

is the “process of collecting information

about an expressed or implied organizational

need that could be met by conducting

training”

(Barbazette, 2006, p. 5).

Essentially, information is collected and

analysed so a training plan can be created.

The assessment determines the need for

training, identifies what training is needed,

and examines the type and scope of

resources needed to support a training

program (Sorenson, 2002, p. 32). According

to Rossett (1987,p. 15), a company conducts

a training needs assessment to seek

information about 1) optimal performance or

knowledge; 2) actual or current performance

or knowledge; 3) feelings of trainees and

other significant people; 4) causes of the

problems

5) Solutions to the problem.

3. The Importance of training needs

assessment

Training is big business. In 1998, American

companies spent $60 billion on training (Rosner,

1999). Tahmina said (2012) the purpose of

training need assessment is to add value to an

organization. . Hence, evaluation measures the

progress in achieving this goal by purposefully

improving training programs and measuring their

worth. The evaluation model and the training

program are established by the needs assessment

of training. (Schneier et al, 1998; Goldstein,

2001; Armstrong, 2010) suggested that effective

TNA practices can enhance the competitiveness

of the workforce. A thorough needs assessment

leads to effective and efficient training, which

increases the likelihood that evaluation will

demonstrate successful value added outcomes

(Armstrong, 2007).through TNA can identify the

knowledge and skills that people must possess in

order to perform effectively on the job and close

the gap. This gap is what is between what is

currently in place and what is needed. Finally, the

feedback analysis of employees training would be

compared with need assessment analysis and its

importance basis. Moreover, the effective cost -

benefit analysis from this training program would

put across the organization more accountable. As

a result it would convey a long- term positive

outcomes for the improvement of training

program (Tahmina, 2012).

How is a training needs assessment

performed?

Dr. Firdousi (2011) there are several techniques

that can be utilized individually or in

combination with each other in order to assess

the training needs:

A. Conducting meetings with management

Since most supervisors are involved with the

planning of projects and the future strategic

plans, they know what will be needed to fulfil

the vision of the organization. They should be

able to communicate where their employee’s

current abilities lie and what more is needed to

get them to the next level for new goals to

fulfil their target and meet deadlines.

B. Conducting meeting with employees

Employees should be encouraged to discuss

the difficulties they may be facing during their

daily routine and what type of training would

make their job easier and more efficient.

Emphasis should be given to keep them

focused on what they need rather than what

they want.

C. Conducting formal and informal surveys

with employees.

Conducting surveys could beneficial because

many people can be questioned in a short span

of time. Moreover they also provide the

employees with the opportunity to

acknowledge their needs on paper which they

may be too embarrassed to admit needing in a

face-to-face meeting. Most frequently

Employee Opinion Surveys and 360 degree

Peer Review Surveys are conducted to provide

to most valid and useful information regarding

the training needs of employees.

D. Conducting focus groups discussions with

selected groups.

Focus groups discussions may be conducted to

facilitate group interaction, these kind of

discussion allows the assessors to discover

details regarding their target audience.

Brainstorming is encouraged allowing for an

exchange of new ideas and a revelation of

what training may be needed could be very

helpful to pen down the learning outcomes of

the training programs.

E. Evaluate company Strategies and

Objectives

A brief review of the organizations past and

where they are heading for in the future may

reveal valuable information for training. A

comparative analysis should be made of what

employees are currently doing and what will

be expected of them as the company continues

to grow and expand. Comparative work output

charts will be helpful to determine the level of

improvement in the employee from time to

time.

Organizations in the service sector need to

conduct training needs analysis to start

program on the right track.

This process can help the organization to:

- Identify learner needs, to produce

customized training programs in order to

boosts performance levels.

- Identify any organizational issues that might

create an impact on training, so as to strategize

methods to overcome obstacles if any.

- Identify learner behaviours that need to be

modified, so that they can be effectively

addressed during training.

- Determine the direct performance path, so

that time and money is not wasted and “over-

training” is not conducted for unnecessary

tasks.

- Determine the appropriate resources for your

training programs well in advance.

- Establish best practices and standards for all

future training programs for better results.

4. TNA Tools

Performing a Training Needs Assessment will

help you develop an overall plan and training

programs to meet specific trainee needs.

4.1 Observation

Observation of work activities and worker

behaviours is a method of training needs analysis

which can be used independently or in

combination with other methods of training need

analysis. These methods differ in terms of what is

observed, who does the observing, and how it is

observed and why. Usually, the observation is

direct

4.2 Surveys

This method was used to understand the duties

performed by the subject on actual.

4.3. Interviews

Rick (2013) this method was used to explore

the subject (interviewee). A questionnaire was

designed by the team of professional

psychologists who has undertaken the study

for the interviewers. As the Interview Schedule

method suggests, every statement was

followed by other relevant questions. During

the sample survey, the focus was on collecting

the information related to their performed

duty. All the responses received from the

subjects were qualitative data and analyzed

accordingly.

5. Training Needs Analysis

Despite a general acknowledgement of the

importance of thorough needs analysis, a lot of

training programmes are based on personal wants

rather than identified needs (Anderson, 1994).

Most treatments of training design and

implementation refer to three interdependent

phases- needs analysis, delivery and evaluation.

Needs analysis is the most crucial time for

establishing links between training and results

(Taylor, 2006). TNA includes the establishment

of training objectives, and influences how

training will be developed, delivered and

evaluated (Goldstein, 1993). Because initial

decisions are made concerning what training will

be provided in organisations. Taylor (2006)

Determining training needs at various levels of

analysis, including:

Individual level: through discussions between

individuals and managers.

Group/organizational level, in which the

analysis is focused on a particular job or

family of jobs across a work group or

organization.

Inter-organizational level, in which

generalizable training needs for a particular

job/job family are linked to results shared by

many organizations, eg customer service

training for customer contact employees.

The same inferential links need to be

established to identify training which will

influence results, regardless of the level of

analysis.

If you do not already have a strategic planning

process in place, it is recommended that you

carry out one using a tool such as a SWOT

analysis.

Strengths

How can you capture the good practice and

expertise that already exists?

How can you build on the strengths, skills and

knowledge already in the organisation?

Weaknesses

What skills, knowledge or behaviours could help

address the identified weaknesses?

Threats

What skills, knowledge or behaviours could help

your organisation manage and overcome the

identified threats?

Opportunities

What skills, knowledge or behaviours that could

help your organisation make the most of the

available opportunities?

6. Conclusion

Training Needs (TN) should be determined

through proper training needs analysis methods

to produce the best results and to achieve the

learning outcomes of the training program. From

this question:

What you have and what you need?

WYH&WYN? You will identify learner needs.

REFERANCE

1- Importance of Training Needs

Assessment in the Banking Sector of

Bangladesh: A Case Study on National Bank

Limited (NBL)

2- Griffin, R. W. (2003). Management (5th

ed.). New York: Houghton Mifflin

Company.

3-Geoff Anderson Journal of European

Industrial Training, Vol. 18 No. 3, 1994, pp. 23-

28

4-Goldstein, I. L. 1993. Training In

Organisations: Needs

5-Assessment, Development and

Evaluation

(3rd ed), Monterey, CA: Brooks/Cole.

6-Tracey L. Cekad(2012) Training Needs

Assessment PROFESSIONAL SAFETY

MARCH 2010 www.asse.org

7-McNamara, C. (n.d.) Employee Training

and Development: Reasons and

Benefits. Retrieved April 2001 from web site:

http://www.mapnp.org/library/trng_dev/basic

s/reasons.htm

8- irdousi, Farzana. International Journal of

Business & Social Science. 2011, Vol. 2

Issue 17, p113-116. 4p.

http://www.asse.org/

http://www.mapnp.org/library/trng_dev/basics/reasons.htm

http://www.mapnp.org/library/trng_dev/basics/reasons.htm

CONCLUSIONS

The internal validity of the present framework is ultimately judged by the emergent pattern

of empirical and rational support for the various inferential links between the various com-

ponents. For example, validation of link 5 would result from systematic examination of how

various training curricula and media enhance knowledge and skill acquisition. Link 6 may

then be thought of as a class of variables which moderate training èffectiveness’. Experi-

mental manipulation of training variables, combined with empirical evaluation of know-

ledge/skill acquisition and measurement of non-training moderators, would help establish

the validity of links 5 and 6. Similarly, links 1, 2, 3 and 4 need to be examined empirically.

Ultimately, structural equation models of various combinations of training and non-training

in¯ uences on organisational functioning can help test the validity of all links simultaneously.

The external validity of the framework can be assessed by comparative research pitting

traditional training needs analysis against that conducted by professionals whose analysis

conforms to the structure presented here. Careful cost accounting of the two methods, as

well as evaluation of the speci® c nature of training recommendations, could shed light on

the validity and utility of the framework. This validation effort could also be modelled after

the work by Levine et al (1983), who compared several job analysis systems against several

practical criteria to determine their relative merits. This type of research could also be

focused on whether groups versus individuals make better needs analysis decisions. It is

interesting to hypothesise that better analyses of links 1 to 6 might result from a panel of

subject matter experts drawn from the multiple constituencies (Tsui and Milkovich, 1987) in

any given organisation, compared to a single training professional.

Links 2, 4 and 6 represent the areas in greatest need of research. One immediate need is

the development of taxonomies of èxternal’ influences on organisational results, job

behaviour and knowledge/skill components of the framework. This will require some

integrative work to meld the micro conceptions of individual performance determinants

with macro conceptions of situational factors affecting organisational results.

We have outlined a model for training decisions which incorporates salient features of the

two most prominent extant approaches to training needs analysis, and which extends these

approaches by integrating training decisions with organisationally valued outcomes or

results. The framework described here builds a bridge between theory and practice in

training needs analysis, by:

l specifying all the inferential links which need to be established in the needs analysis

phase of training in order to identify training opportunities likely to enhance

organisationally-valued results; and

l clarifying how different TNA strategies, types of training objectives and evaluation

designs are required for task and results-focused training.

Finding training opportunities to improve organisationally valued results requires the con-

® rmation of multiple inferences and data gathering beyond simple needs analysis surveys,

critical incidents etc, which are commonly used in training practice. Ultimately, talk of the

bottom line impact of training on organisational functioning and performance is little more

than lip-service, unless training is linked with results at each stage in the training process.

Acknowledgement

We would like to thank Jim Eubanks, Bernard Guerin, Janice Paterson, Jon Pierce, Bernd

Rorhmann, Hazel Taylor and the anonymous HRMJ reviewers for helpful comments on

earlier drafts of this article.

A new integrated framework for training needs analysis

46 HUMAN RESOURCE MANAGEMENT JOURNAL ± VOL 8 NO 2

Notes

1 Some training scholars have included abilities (eg Goldstein, 1993) or attitudes (eg Kraiger

et al, 1993) along with knowledge and skill as learning outcomes of training. We have

chosen not to include abilities in the present model because they are generally viewed as

unchangeable and thus more appropriate for personnel selection than training. Attitude

change might be considered a legitimate learning level outcome of training. However, it is

debatable whether attitude change is a necessary, or even a facilitative, antecedent for

behaviour change, and so we have also omitted it from this model.

2 Given that the context of this article is training and not selection, we focus here

exclusively on work environment variables which contribute to an individual’s

motivation, and not inherent individual differences in motivation.

3 As originally presented (Flanagan, 1954), the critical incident method focused respondents

on a particular result ± near misses among aircraft pilots ± when eliciting relevant

behaviour, but many applications since have failed to focus on pre-determined results.

Instead, they have simply asked for examples of effective and ineffective performance.

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A

Safety TrainingSafety Training

AN EMPLOYEE TRIPS over an open file cabinetdrawer. Another has a near-hit when standingbeneath an overhead hoist. The typical solution tosuch incidents? Training, training and more training.But is this really necessary? While workers with-

out occupational safety and health training are likelyat a greater risk for workplace injury and illness, it isthe adequacy of this training that is critical (Cohen &Colligan, 1998, p. 22). Sometimes, too much trainingcan reduce its effectiveness and decrease its credibil-ity. The difference between effective and ineffectivetrainingmay be death, injury, pain, suffering and lostprofits (Whiles, 1999, p. 10).The resources spent on training are astonishing.

An estimated $50 billion is spent annually on formaltraining, with an additional $90 to $120 billion onless-structured, informal training (Broad & New-strom, 1992, p. 5). “According to a 1999 survey byTraining magazine, 77% of respondents offer safetytraining to employees, leading it to rank seventhamong 30 programs offered” (Machles, 2002, p. 32).Each year, corporate America provides nearly 2 bil-lion training hours to 60 million employees (Diether& Loos, 2000, p. 28).How much training content do employees retain

1month, 6months or 1 year after the training has beenconducted? Estimates suggest that only 10% to 15% oftraining content is retained after 1 year (Broad &

Newstrom, 1992, p. 7). This problem iscompounded when management be-lieves that required regulatory trainingneeds are met simply by completing anddocumenting the training, and pays noattention to training effectiveness.Often, training is espoused as the

answer to all safety-related problems inthe workplace. As a result, real prob-lems may not be resolved. Additionally,overtraining can lead to frustration anddamage the credibility of managementand the training program (Blair & Seo,2007, p. 42). The transformation from

implementing required training to today’s newermodel that focuses on performance-based trainingwill only heighten the need to ensure that training isboth the correct solution and effective (Holton, Bates& Naquin, 2000, p. 250).

What Is a Training Needs Assessment?A training needs assessment is used to determine

whether training is the right solution to a workplaceproblem. It is an “ongoing process of gathering datato determine what training needs exist so that train-ing can be developed to help the organizationaccomplish its objectives” (Brown, 2002, p. 569). Saidmore simply, it is the “process of collecting informa-tion about an expressed or implied organizationalneed that could be met by conducting training”(Barbazette, 2006, p. 5).Essentially, information is collected and analyzed

so a training plan can be created. The assessmentdetermines the need for training, identifies whattraining is needed, and examines the type and scopeof resources needed to support a training program(Sorenson, 2002, p. 32). According to Rossett (1987,p. 15), a company conducts a training needs assess-ment to seek information about 1) optimal perform-ance or knowledge; 2) actual or current performanceor knowledge; 3) feelings of trainees and other sig-nificant people; 4) causes of the problems; and5) solutions to the problem.

Why Conduct a Training Needs Assessment?A training needs analysis often reveals the need

for well-targeted training (McArdle, 1998, p. 4). Byconducting an effective assessment, a company ver-ifies that training is the appropriate solution to a per-formance deficiency. Training cannot solve problemscaused by poor system design, insufficient resourcesor understaffing (Sorenson, 2002, p. 32). In somecases, increasing an employee’s knowledge andskills may not resolve the problem or deficiency, sotraining would waste valuable resources and time.A training needs assessment can help determine

Tracey L. Cekada, D.Sc., CSP, CHSP,is an assistant professor of safetysciences at Indiana University ofPennsylvania. She holds a B.S in

Occupational Health and Safety fromSlippery Rock University, an M.S. in

Environmental Science and Policyfrom The Johns Hopkins University,and a D.Sc. in Information Systemsand Communications from Robert

Morris University. Cekada is aprofessional member of ASSE’sWestern Pennsylvania Chapter.

28 PROFESSIONAL SAFETY MARCH 2010 www.asse.org

Training NeedsAssessmentUnderstanding what employees need to know

By Tracey L. Cekada

http://www.asse.org

www.asse.org MARCH 2010 PROFESSIONAL SAFETY 29

and individual. Op-erations analysis isnow more com-monly known astask or work anal-ysis (Holton, etal., 2000, p. 250).

OrganizationalAnalysisOrganizational

analysis “examineswhere training isneeded . . . and underwhat conditions thetraining will be conducted. Itidentifies the knowledge, skillsand abilities that employees willneed for the future, as theorganization and their jobevolve or change” (Brown,2002, p. 572). Through an orga-nizational analysis, data arecollected by looking at factorssuch as absenteeism, safety inci-dents, lost workdays, turnoverrates, grievances, customer com-plaints or other performance prob-lems. These data are then evaluated toidentify where training could improveperformance. The organizational analysis phaseshould also plan for changes in the workplace, suchas future skill needs,worker demographics, and lawsand regulations (Brown, 2002, p. 572).

•Future skills. Understanding how an organiza-tion may be changing can reveal future skill needs.For example, will new equipment be installed ornew processes implemented? Will standards or reg-ulations change? Is technology changing? Willemployees be required to work with other employ-ees or in teams that will require communication andinterpersonal skills? Will cultural changes be takingplace in the organization?

•Labor pool. The labor pool is changing as moreworkers age and as women or other minoritiesbecome more prominent. Economic changes andoperating cost adjustments also may require work-place changes, as may competing on a global level.

current performance or knowl-edge levels related to a specificactivity, as well as the optimalperformance or knowledgelevel needed. For example,suppose slips, trips and fallsare up 25% in the productionline area. This could signal adeveloping problem. By con-ducting a needs assess-ments, the company cangather information regardingthe competence of workers orthe task itself; such informationhelps identify causes of problems(Rossett, 1987, p. 15).Those who conduct the assessment must have a

clear understanding of the problem and must con-sider all solutions, not just training, before they pres-ent their findings to management and determine thebest solution. “When properly done, a needs analy-sis is a wise investment for the organization. It savestime, money and effort by working on the rightproblems” (McArdle, 1998, p. 4). Failure to conducta training needs assessment or conducting one inef-fectively can lead to costly mistakes. For example,suppose a company relies on training to fix a prob-lem when another solution may have been moreeffective or uses training to solve a problem withoutaddressing the skills needed to perform a task.

Background Informationon Training Needs AssessmentAlthough the scholarly literature on training

needs assessments is limited, several case studiesdescribe how specific organizations or industrieshave conducted such assessments. Moseley andHeaney (1994) examine reports of assessments con-ducted across several different disciplines and iden-tify a wide variety of models and techniques thatwork for each discipline.Moreover, much of the research on this topic indi-

cates that organizational characteristics, such as size,goals and resources, public versus private sector,global marketplace and corporate climate, may influ-ence the assessment methodology selected. In addi-tion, special challenges that organizations addressmay require special tools for conducting a trainingneeds assessment (Hannum &Hansen, 1989).One traditional assessment method asks employ-

ees to list or rank desired training courses. Suchassessments have been used to quickly assess thetraining needs of large organizations and allowmanyemployees to be included in the assessment. How-ever, while employeemoralemay increase temporar-ily, improvement in on-the-job performance has beenlimited. One likely reason is that this approach is notperformance-based and employees often identifytraining wants versus training needs.McGehee and Thayer’s (1961) three-tiered

approach to conducting needs assessments serves asa fundamental framework. This approach identifiesthree levels of assessment: organization, operations

Abstract: Developing atraining program requiresknowing what training isneeded. A training needsassessment answers thequestion of why trainingis needed and providessome certainty that theresources required todevelop and conducttraining will deliver thedesired performance-based results. This articledescribes how a trainingneeds assessment is con-ducted and examinesmodels that can befollowed.

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4) Gain senior management support for and com-mitment to the process.5) Review and select assessment methods and

instruments.6) Determine critical time frames.7) Schedule and implement.8) Gather feedback.9) Analyze feedback.10) Draw conclusions.11) Present findings and recommendations.Barbazette (2006) suggests that training needs

assessment should answer questions such as why,who, how, what and when.•Why. Asking why helps tie the performance

deficiency to a business need and asks whether thebenefit of the training is greater than the cost of thecurrent deficiency.•Who. Asking who is involved in the perform-

ance deficiency will identify those affected andensure that the program is customized for them.Other important considerations include the targetaudience for the training; what is known about themto design and customize the training; and who elsemay benefit from the training.•How. Asking how the performance deficiency

can be corrected will help determine whether train-ing will fix the problem. Doing so reveals whether askill or knowledge deficiency led to the problem.•What.Asking what is the best way to perform a

specific job task will help achieve the desired results.Standard operating procedures may outline how toconduct a task or which government regulationsneed to be considered when completing a task. Itis also important to ask what occupations areinvolved in the deficiency. Doing so identifies criticaltasks that have the potential to produce personal orproperty damage. This process also may involvereviewing incident data and records, and interview-ing employees to gain insight.•When. Asking when training can best be deliv-

ered helps minimize the impact on the business.Also, it is important to ask what else is needed toensure that the training is delivered successfully.These models help guide development of a train-

ing needs assessment. One conclusion from the liter-ature research is that no single model can work inevery situation. Instead, the literature available canmore purposely serve as a set of guidelines, princi-ples or tools (Holton, et al., 2000, p. 251).

Components of anEffective Training ProgramTo determine what type of model to follow when

selecting a training needs analysis technique, Brown(2002) suggests asking the following questions:1)What is the nature of the problem being

addressed by instruction?2) How have training needs been identified in the

past and with what results?3) What is the budget for the analysis?4) How is training needs analysis perceived in the

organization?

Understanding these potential changes will help anorganization begin to accommodate employees’needs while still meeting the organization’s needs.

•Laws and regulations. Changes in current safe-ty and environmental regulations as well as newlaws may dictate that an organization provide train-ing in specific areas. For example, employees work-ing with hazardous materials may be required toreceive annual refresher training. Under the FamilyMedical Leave Act or Americans with DisabilitiesAct, information may need to be transferred toemployees. If policies on workplace violence or sex-ual harassment change, this information must becommunicated to employees.

Operations/Task AnalysisOperations/task analysis looks at the knowledge

and skills requirements of each specific job and com-pares these requirements to employees’ actual knowl-edge and skills. Any gaps reveal a training need.Sources for collecting data include job descrip-

tions, standard operating procedures, job safetyanalysis/job hazard analysis, performance stan-dards, review of literature and best practices, andon-site observation and questioning (Miller &Osinski, 1996, p. 3-4).An effective task analysis identifies “tasks that

have to be performed; conditions under which tasksare to be performed; how often and when tasks areperformed; quantity and quality of performancerequired; skills and knowledge required to performtasks; and where and how these skills are bestacquired” (Brown, 2002, p. 573).

Individual AnalysisIndividual analysis looks at individual employees

and how they are performing in their jobs.Employees can be interviewed, questioned or testedto determine their individual level of skill or knowl-edge. Data also can be collected from their perform-ance reviews. In addition, performance problems canbe identified by examining factors such as productiv-ity, absenteeism, tardiness, accidents, grievances, cus-tomer complaints, product quality and equipmentrepairs needed (Miller & Osinski, 1996, p. 4). Whendeficiencies are identified, training can be initiated tomeet an individual employee’s needs.All three levels of the needs analysis are interre-

lated and data must be collected at all levels. Basedon the information gathered, training needs can beidentified, learning objectives can be established, anda training program can be developed to meet theorganization’s needs aswell as the employee’s needs.

Models for Training Needs AssessmentsMcClelland (1993) discusses an open-systems

model for conducting training needs assessments.This model involves an 11-step approach to con-ducting a training needs assessment.1) Define assessment goals.2) Determine assessment group.3) Determine availability of qualified resources to

conduct and oversee the project.

Operations/taskanalysis looks at the

knowledge andskills requirementsof each specific joband compares these

requirements toemployees’ actualknowledge andskills. Any gapsreveal a training

need.

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needs assessment will vary depending on organiza-tional needs, resources, time available and manage-ment commitment. However, the basic steps in thisprocess are as follows:1) Determine the purpose for the needs assess-

ment. What questions need to be answered? Most

5) Who is available to help conduct the analysis?6) What is the time frame for completing the

assessment exercise?7) What will be the measure of a successful train-

ing needs analysis report?The amount of time spent conducting a training

Figure 1Figure 1

Example of a Training Needs Assessment

This five-questionmodel is one ofseveral that can beused to conduct atraining needsassessment.

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which theywill do it; and establish criteriaby which successful performance will bejudged (Molenda, Pershing & Reigeluth,1996). Training objectives must be alignedwith an organization’s business goals andmission. ANSI/ASSE Z490.1 (2001), Cri-teria for Accepted Practices in Safety,Health and Environmental Training, pro-vides guidance on writing clear, achiev-able and measurable objectives.c) Create content and instructional

design. Determine the most effectivedelivery method for the particular situa-tion. Classroom training may be effectivefor one situation, but not so effective foranother. In some cases, a combination ofclassroom and on-the-job training may bemost effective. Other delivery optionsinclude video, web-based or computerbased-training.Another consideration is who will

deliver the training, internal or externalsources The benefits of in-house trainingmay include lower cost, more flexibilescheduling and greater hands-on knowl-edge of the task at hand. The benefits of anoutside consultantmay includemore inter-est and credibility related to the topic.The material created to support the

training program is also critical. The content needsto be aligned with the objectives. Activities shouldenable trainees to apply the principles learned in theclassroom. Understanding the audience is essentialas well. Adult learners learn differently than othersand understanding the challenges and assets that goalong with instructing adults will make the trainingmore effective.d) Transfer knowledge from classroom to work-

place. Implementing effective training requires thatthe learner be enabled to apply the knowledgelearned in the classroom in the workplace. Barriersto this training transfer include lack of reinforcementon the job, interference from the environment or anonsupportive organizational culture (Broad &Newstrom, 1992). Coaching, behavior observation,and accountability for managers, supervisors andemployees are ways to improve training transfer.e) Evaluate training effectiveness. This process can

range from having trainees complete course ratingforms and taking posttraining tests to more complexand aggressive evaluation methods such as usingleading and trailing indicators (e.g., accident datarecords) to measure performance improvement.When evaluating training, one must differentiatebetween programs that teach skills and those that con-vey information (Charney & Conway, 2005, p. 19).Delivering information about policy changes involvesconveying information. Enabling someone to performa job more safely or efficiently or that enables an indi-vidual to produce a higher-quality product that im-proves customer satisfaction is teaching a skill.f) Implement recommendations from the evalua-

commonly, needs assessments provide data for budg-eting or scheduling (DiLauro, 1979, p. 352). However,consider other needs as well, such as identifying indi-vidual skill or knowledge needs, organizationaldevelopment needs, financial planning, staffing con-cerns and performance improvement needs.2) Gather data. A wealth of knowledge can be

gathered using tools such as observations, question-naires, interviews, performance appraisals, focusgroups, advisory groups, tests and document re-views. The best approach may be a combination ofmethods such as focus groups followed by observa-tion that may reinforce the findings.

3) Analyze the data. This involves identifyingany discrepancies or gaps between the skills andknowledge possessed by employees and those skillsand knowledge required or desired for the job.4) Determine what needs can be met by training.

This step involves identifying performance problemsthat can be corrected by increasing employees’ skill orknowledge. Problems related to issues such as moti-vation, morale, resources, system design or learningdisabilities should not be fixed with training.5) Propose solutions. If the solution is related to a

training deficiency, then a formal or informal train-ing program may be needed. While not the focus ofthis article, delivering an effective training programencompasses several key steps.a) Conduct a cost-benefit analysis or business

case to determine the financial benefit from conduct-ing the training class.b) Establish clear objectives. Objectives describe

what learners will do; state the conditions under

Figure 2Figure 2

Annual Review Questionnaire

Note. Adapted fromHow to Identify Your Organization’s Training Needs (pp. 84-85), byJ.H. McConnell, 2003, New York: American Management Association.

A training depart-ment can use an

annual review ques-tionnaire as a firststep in conductinga training needs

assessment. It asksdepartment man-agers several keyquestions abouttraining needs.

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organization’s bottom line. These negative percep-tions are often the result of the failure to illustrate thecost-benefit of training. This requires asking andanswering a key question: What is the differencebetween the cost of no training versus the cost oftraining? (Michalak &Yager, 1979, p. 20). Illustratingthe cost savings provides a clear indicator (andneeded support) to continue with training. �

ReferencesANSI/ASSE. (2001). Criteria for accepted practices in safety,

health and environmental training (ANSI/ASSE Z490.1-2001). DesPlaines, IL: Author.

Barbazette, J. (2006). Training needs assessment: Methods, tollsand techniques. San Francisco: Pfeiffer.

Blair, E. & Seo, D. (2007, Oct.). Safety training: Making theconnection to high performance. Professional Safety, 52(10), 42-48.

Broad, M.L. & Newstrom, J.W. (1992). Transfer of training.Reading, MA: Perseus Books.

Brown, J. (2002, Winter). Training needs assessment: Amustfor developing an effective training program. Public PersonnelManagement, 31(4), 569-578.

Charney, C. & Conway, K. (2005). The trainer’s tool kit. NewYork: American Management Association.

Cohen, A. & Colligan, J. (1998). Assessing occupational safetyand health training: A literature review (NIOSH Publication No. 98-145). Washington, DC: U.S. Department of Health and HumanServices, CDC, NIOSH.

Diether, J. & Loos, G. (2000). Advancing safety and healthtraining. Occupational Health and Safety, 69, 28-34.

DiLauro, T. (1979, Nov./Dec.). Training needs assessment:Current practices and new directions. Public Personnel Manage-ment, 8(6), 350-359.

Gupta, K. (1999). A practical guide to needs assessment. SanFrancisco: Pfeiffer.

Hannum, W. & Hansen, C. (1989). Instructional systems devel-opment in large organizations. Englewood Cliffs, NJ. EducationalTechnologies Publications.

Holton, E., Bates, R. & Naquin, S. (2000, Summer). Large-scale performance-driven training needs assessment: A case study.Public Personnel Management, 29(2), 249-267.

Machles, D. (2002, Feb.). Training transfer strategies for thesafety professional. Professional Safety, 47(2), 32-34.

McArdle, G. (1998). Conducting a needs analysis.Menlo Park,CA: CrispLearning.

McClelland, S. (1993). Training needs assessment: An “open-systems” application. Journal of European Industrial Training, 17(1),12-17.

McConnell, J. (2003). How to identify your organization’s trainingneeds. New York: American Management Association.

McGehee, W. & Thayer, P. (1961). Training in business andindustry. New York: Wiley.

Michalak, D. & Yager, E. (1979).Making the training processwork. New York: Harper and Row.

Miller, J. & Osinski, D. (1996, Feb.). Training needs assess-ment. Retrieved Jan. 26, 2010, from http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf.

Molenda, M., Pershing, J.A. & Reigeluth, C.M. (1996).Designing instructional systems. In R. Craig (Ed.)., The ASTDtraining and development handbook. New York: McGraw-Hill.

Moseley, J. & Heaney, M. (1994). Needs assessment acrossdisciplines. Performance Improvement Quarterly, 7, 60-79.

Robotham, G. (2001, May). Safety training that works.Professional Safety, 46(5), 33-37.

Rogers, M. (1991). Health and safety training. AccidentPrevention, 38,(20).

Rossett, A. (1987). Training needs assessment. Englewood Cliffs,NJ: Educational Technology Publications.

Sorenson, S. (2002, June). Training for the long run. EngineeredSystems, 32.

Warshauer, S. (1988). Inside training and development: Creatingeffective programs. San Diego: University Associates.

Whiles, A. (1999, Sept.). Workplace training: The learningcurve. Occupational Health and Training, 10.

tions. These improvements may range from chang-ing training materials, adjusting the time allotted tocontent and changing locations to actual improve-ment in instructor performance, content and evalua-tion tools. However, if the assessment process stopsonce program effectiveness is evaluated and the rec-ommended improvements are not made, then con-tinuous improvement is not achieved.

Example of a Training Needs AssessmentFigure 1 (p. 31) presents a simplified example of a

training needs assessment for a small-sized organi-zation (fewer than 100 employees) using Bar-bazette’s (2006) five-question approach.The scenario is as follows: Maintenance employ-

ees in a manufacturing plant must enter outdoormanholes (confined spaces) each quarter to checkthe water levels in these spaces. If water buildupbecomes a concern, then the water must be pumpedout of these spaces. The spaces are considered per-mit-required confined spaces (PRCS), so staff mustfollow the company’s PRCS entry program.To further simplify this process, McConnell (2003)

created an annual review questionnaire (Figure 2)that a training department can use as a first step inconducting a training needs assessment. It enablesthe training department to ask departmentmanagersseveral key questions.

ConclusionAtraining needs assessment is used to identify an

organization’s training needs and determine the typeand scope of resources needed to support a trainingprogram. The needs assessment is the first step inestablishing an effective training program. It servesas the foundation for determining learning objec-tives, designing training programs and evaluatingthe training delivered. It also provides managers andtrainers an opportunity to get out into the organiza-tion and talk to people. Information is collected, ideasare generated and energy is createdwithin the organ-ization. This excitement can help energize any train-ing that may result (Warshauer, 1988, p. 15).Well-orchestrated training needs assessments can

provide many benefits (Warshauer, 1988). Theseinclude:1) increasing the commitment of management

and potential participants to ongoing training anddevelopment;2) increasing the visibility of the training function;3) clarifying crucial organizational issues;4) providing for the best use of limited resources;5) providing program and design ideas;6) formulating strategies for how to proceed with

training efforts (p. 16).Other benefits include the obvious need to pro-

vide employees with the skills and knowledge toperform their jobs; helping an organization meet itsperformance objectives; and improving relationshipsand employee morale (McConnell, 2003, p. 44-45).Training is often viewed as a nuisance and as a

costly endeavor rather than as a tool to boost the

A needs assessmentis the first step inestablishing aneffective trainingprogram. It serves asthe foundation fordetermining learn-ing objectives,designing trainingprograms and evalu-ating the trainingdelivered.

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http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf

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International Journal of Humanities and Social Science Invention

ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714

www.ijhssi.org Volume 2 Issue 3 ǁ March. 2013ǁ PP.56-62

www.ijhssi.org 56 | P a g e

A Study on Training Need Analysis of Loco pilots

Reetesh Rikku*; Neelima Chakrabarty**

** Principal Scientist, Traffic Engineering & Safety Division, Central Road

Research Institute, Mathura Road, P.O. CRRI

* Psychologist, IDAC-The Training and Assessment Institute, New Delhi, India

ABSTRACT: Effective training or development depends on knowing what is required - for the individual, for

the department and for the organisation as a whole. With limited budgets and the need for cost-effective

solutions, all organisations need to ensure that the resources invested in training are targeted at areas where

training and development is needed and a positive return on the investment is guaranteed. Effective TNA is

particularly vital in today's changing workplace as new technologies and flexible working practices are

becoming widespread, leading to corresponding changes in the skills and abilities needed.

There is an increasing interest in training in the world in general and in INDIA in particular to

improve the performance of human resources to achieve the desired level of effectiveness and to remain

successful. Training Needs Analysis (TNA) is often considered the most important step among the steps in the

training cycle and therefore, should precede any training intervention. However, in spite of needs assessment’s

important role, the literature contains little empirical work on the topic. Thus, this study seeks to understand the

role of existing training needs analysis process of Loco Pilots of Indian Railways, and the factors that affect the

process to identify the needs and the impact of this on improving organizational performance.

To achieve the aim of this study, questionnaires and interviews will be carried out for Loco Pilots.

Moreover, this study hopes to contribute to the knowledge, by raising and improving the understanding of

current methods and practices of training needs analysis in Indian Railways and enrich and fill the gaps in the

literature of training needs analysis.

Majority of Loco Pilot join Railways as Probationary Assistant Loco Pilot through competitive

examinations conducted by Railway Recruitment Boards. Some of the Loco Pilot enters into service as Traffic

Apprentice, which is a supervisory cadre. About 25% of the posts are filled-up by departmental promotions from

Switchmen, Cabinmen and other miscellaneous categories. The prescribed qualification is Graduation for open

market recruits and Matriculation for in-service selections. Directly recruited staffs are required to undergo

118 days training which includes training in Transportation and on-line practical training. But all the trainings

are provided as per pre defined training module but keeping background of the Loco Pilots in view Training

Need Analysis is essential to bridge the skill gap area.

Keywords: Training Need Analysis, TNA, Training, Skill Gap

I. INTRODUCTION The General and Subsidiary Rule define Loco pilot as “the person on duty who is for the time being

responsible for the working of the traffic within station limits, includes any person who is for the time being in

independent charge of the working of any signals and responsible for the working of trains under the system of

working in force”. The main objective of the job of Loco Pilot is reception and despatch of trains safely,

maintaining punctuality in accordance with the rules and regulations in vogue. The specific duties of Loco Pilot

vary from station to station depending on the class and size of the stations. In addition to core train passing

duties, Loco Pilots are also required to perform a number of commercial and supervisory functions. Loco Pilot

come in frequent contact with travelling passengers and have key role in projecting the image of the Railways.

In view of the multi-faceted nature of their duties, the Loco Pilots have been allocated various designations, viz.,

Assistant Loco Pilot, Loco Pilot, etc.

The significance and value of training has long been recognized. Given today’s business climate and

the exponential growth in technology with its effect on the economy and society at large, the need for training is

more pronounced than ever (McClelland, 2002).

Therefore, organizations need to consider some important issues as they face the future: continuous

technological change; the increasing removal of trade barriers; the consequent globalization; the volatility of

customer demand within existing markets (Luoma, 2000; Ulrich, 1997). These continuous changes have

A Study on Training Need Analysis of Loco pilots Reetesh Rikku; Neelima Chakrabarty


challenged organizations to learn how to manage their businesses in the context of these continuous

unpredictable changes, to learn how to confront these changes quickly and successfully. It is argued that, in

order for an organization to achieve its objectives and goals, it needs to consider the important role of its people;

it needs a highly competent, skilled and trained workforce.

The need to compete from the inside out has made organisations aim to increase the power of their

people-related processes to build and sustain competitive advantage as the ultimate organisational objective;

thus, outperforming competitors (Luoma, 2000).

Majority of Loco Pilot join Railways as Probationary Assistant Loco Pilot through competitive

examinations conducted by Railway Recruitment Boards. Some of the Loco Pilot enters into service as Traffic

Apprentice, which is a supervisory cadre. About 25% of the posts are filled-up by departmental promotions

from Switchmen, Cabinmen and other miscellaneous categories. The prescribed qualification is Graduation for

open market recruits and Matriculation for in-service selections. Directly recruited staffs are required to undergo

118 days training which includes training in Transportation and on-line practical training. But all the trainings

are provided as per pre defined training module but keeping background of the Loco Pilots in view Training

Need Analysis is essential to bridge the skill gap area.

II. SCOPE OF PRESENT STUDY 2.1 Training need often appear at the organizational or activity level. Alternatively, an organization that

decides to enhance its level of customer service as part of a corporate strategy knows that a programme of

training and development is essential for its success.

2.2 The techniques selected for the present study were Interview Schedule and Training Need Analysis

questionnaire. These techniques were supplemented by the observations of job holders.

III. METHODOLOGY 3.1. Sample Size and characteristic: The present study has been done on the basis of the data of Loco

Pilots.

Interview Schedule, Training Need Analysis Questionnaire, and on the job Observation techniques are

utilized to detect skills gap from a real-world driving database of 60 Loco Pilots.

The details related to size of sample, sample category, and rating used in this study is mentioned in Table-1.

Size of sample 60

Sample category Loco Pilots and Assistant Loco Pilots

Tools Used Interview Schedule, Training Need Analysis Questionnaire, and

Observation Schedule

(Table: 1)

a. Tools: Rating: (Name of the Tools and brief about this)

3.2.1. Interview Schedule: This method was used to explore the subject (interviewee). A questionnaire was

designed by the team of professional psychologists who has undertaken the study for the interviewers. The

previous knowledge of Job description of Loco Pilots was used as hints for collecting information from different

perspectives. As the Interview Schedule method suggests, every statement was followed by other relevant

questions. During the sample survey, the focus was on collecting the information related to their performed

duty. All the responses received from the subjects were qualitative data and analyzed accordingly.

3.2.2. Observation: Observation of work activities and worker behaviours is a method of training needs

analysis which can be used independently or in combination with other methods of training need analysis. These

methods differ in terms of who does the observing, what is observed, and how it is observed.

This method was used to observe the Loco Pilots behavior which causes the lack of performance. An

observation sheet was designed by the team of professional psychologists who has undertaken the study for the

drivers. The statements of the observation sheet were used as hints for collecting information from different

perspectives.

3.2.3. Training Need Analysis Questionnaire: This method was used to understand the duties performed

by the subject on actual. A questionnaire was designed by the team of professional psychologists who has



undertaken the study. The previous knowledge of Job description of Loco Pilots was used as hints for designing

the questionnaire from different perspectives. As the questionnaire method suggests, every questions were

relevant to the job description of the Loco Pilots. During the process, the focus was on collecting the

information related to their performed duty.

IV. RESULTS 4.1 Analysis of the survey:

The sequence of activities discussed by Loco Pilot and Assistant Loco Pilot has been shown in Table.

The table shows generic activities, which help in arriving at Knowledge, Skills, Abilities and Personality traits

involved in the job of Loco Pilots. The activities were analysed for underlying KSAOs by the professional

psychologists.

4.1.1. Training Need Analysis Questionnaire

A training need is a shortage of skills or abilities, which could be reduced or eliminated by means of

training and development. Training needs hinder employees in the fulfillment of their job responsibilities or

prevent an organization from achieving its objectives. They may be caused by a lack of skills, knowledge or

understanding, or arise from a change in the workplace.

The ratings of various attributes are given in the below Table.

Sl. No. Attribute Whether Critical for Job

1. Computer *

2. Selective Attention **

3. Time Sharing **

4. Reaction Time **

5. Arm-Hand Steadiness **

6. Stamina **

7. Stress Management **

8. Memory **

9. Concentration **

10. Technical Knowledge *

11. Communication *

12. Coordination *

13. Self Esteem **

* Critical ** highly critical (Table-2)

4.1.2. INTERVIEWS

The interview method includes asking questions to both incumbents and supervisors in either an

individual or a group setting. There are two types of interview: unstructured interview and structured interview.

Unstructured interview is method with no prepared questions. Structured interview include normally a job-

holder’s sequence of activities in performance and an inventory or questionnaire may be used.

The main duties of Loco Pilot are derived on the basis of interviews are given in Table.

Sl. No. Functions Underlying Attributes

1 Reporting for duty before 30 minutes. Punctuality

2 Read, comprehend & memorize

information given in the lobby on various

registers, notice boards, and/or Crew

Management System (CMS).

Written comprehension, Memory, Knowledge of

English, Hindi or Vernacular language

3 Obtain train number, key and VHF from

on duty supervisor.*

Oral expression

4 Set watch with the Guard and exchange

the documents.*

Oral expression, Cooperation

5 Visually inspect train entering the

platform from motorman-end.

Observation, Mechanical Comprehension,

Technical Knowledge

6 Read entries in the log book and defect

registers in the cab.

Written comprehension

7 Note down the reading of the various

displays and meters.

Written expression

8 Record requisite information in logbook,

Speedometer, etc. and prepares a rough

Written expression



(Table-3)

4.1.3. Observation Schedule The observation method includes observing the subject while asking questions and while foot plating

(On the Job). This method was used to observe the Loco Pilots Skills which cause the performance on the job.

An observation sheet was designed by the team of professional psychologists who has undertaken the study for

the Loco Pilots.

The performed duties by Loco Pilot are derived on the basis of observation are given in Table.

KSAO’s derived from Analysis of Observed activities

Serial No. Knowledge Skill Ability Others

1 Language Written

Expression

Memory Punctuality,

Compliance

2 Technical

knowledge

Written

comprehension

Observation, Far

vision

Compliance

3 Knowledge of

Rules

Mechanical

comprehension

Stamina Meticulous

4 -- Mechanical Skills Time sharing Perseverance

5 -- Driving skill Auditory

discrimination,

Response

orientation

Safety conscious

6 -- Oral expression Memory, Cooperation

journal of halts and speed restrictions.

9 Check safety items. Technical Knowledge, Memory

10 Change Head code/Destination Board. Manual dexterity

11 Charge the train and check equipment

and various controls in the cab.

Technical Knowledge, Time sharing, Control

Precision

12 Check functioning of communication

instruments with the Guard.

Oral expression, Control Precision

13 Respond to auditory and visual signals. Time sharing, Far vision, Colour Discrimination,

Depth perception, Glare sensitivity, Auditory

attention

14 Start the train by manipulating proper

control.

Control Precision, Technical knowledge

15 Conduct mandatory brake test during

run.

Safety Conscious, Control precision

16 Blow the horn to warn the workmen and

trespassers as and when required.

Observation, Alertness, Control precision, Sense

of responsibility, Static strength

17 Monitor signals and track. Vigilance, Perceptual speed, Time sharing,

Reaction time, Far vision, Colour Discrimination,

Depth perception, Glare sensitivity, Auditory

attention

18 Operate vigilance control device Alertness, Static strength

19 Negotiate neutral section. Technical skills, Reaction time, Manual dexterity

20 Clear obstructions on the track in case of

run-over.

Static strength, Emotional stability

21 Troubleshoot malfunctions. Problem sensitivity, Deductive reasoning,

Technical knowledge

22 Inform Control and other supervisors

about unusual occurrences.

Oral expression, Sense of responsibility

23 Put off the switches and controls and

secure the rake.

Control precision, Sense of responsibility, Safety

consciousness

24 Attend emergencies like ACP, motor

failure, etc.

Perseverance, Time sharing, Knowledge of rules,

Stress tolerance

25 Handover the key and VHF set to on

duty supervisors.*

Sense of responsibility

26 Record entries in defect register/log

book.

Written expression



Alertness,

Vigilance, Far

vision, Problem

sensitivity, Time

sharing

7 -- Communication Observation,

Depth perception

Sense of

responsibility

8 -- -- Auditory

discrimination,

Response

orientation

Alertness

9 -- -- Vigilance,

Control precision

Emotionally stable

10 -- -- Static strength Perseverance

11 -- -- Control precision Conscientious

(Table-4)

V. INTEGRATION OF RESULTS 5.1. The results obtained through different techniques of training need analysis have already been

discussed in respective sections. The job profiles that emerged from the different techniques are summarised in

following table for an overall view of the training requirements of Loco Pilots.

Summary of Critical Attributes derived through various methods of Training Need Analysis

Methods Attributes

Sensory/Perce

ptual

Psycho-

motor/

Physical

Skill

Cognitive Learning/Knowledge/

Communication

Personality/Motivation

Observation Far Vision Multi-

limb

coordina

tion,

Stamina

Deductive

Reasoning,

Time Sharing,

Observation,

Attention,

Memory

Knowledge of Rules,

Oral

Comprehension,

Oral Expression,

Written

Comprehension,

Written Expression,

Mechanical

Comprehension

Cooperating,

Conscientious,

Punctual, Careful

Interview Auditory

Discriminatio

n

Multi-

limb

Coordin

ation,

Stamina

Deductive

Reasoning,

Time Sharing,

Memory,

Attention,

Observation

Oral Expression,

Knowledge of Rules,

Written Expression,

Careful, Compliance,

Cooperating,

Communication Skill,

Conscientious

Training

Need Analysis

Questionnaire

-- Arm-

Hand

Steadine

ss,

Stamina

Memory,

Time Sharing,

Selective

Attention,

Reaction

Time,

Concentration

Computer, Safety

Consciousness,

Technical

Knowledge

Stress Management,

Communication,

Coordination, Self

Esteem

(Table-5)



5.1.1. It is not possible to assign any quantitative weightage to any of the attributes to determine their

importance while indicating the findings that are significance for the job.

A) Sensory Perceptual

1. Hearing Sensitivity

2. Vision

B) Psychomotor/Physical Skill

3. Multi-limb Coordination

4. Stamina

5. Arm-Hand Steadiness

C) Cognitive

6. Selective Attention

7. Deductive Reasoning/Intelligence

8. Information Ordering

9. Memory

10. Observation

11. Time Sharing

12. Reaction Time

13. Concentration

D) Learning/Knowledge/Communication

14. Knowledge of Rules

15. Mechanical Comprehension

16. Oral Comprehension

17. Oral Expression

18. Written Comprehension

19. Written Expression

20. Computer

21. Safety

22. Consciousness

23. Technical Knowledge

E) Personality/Motivation

24. Cooperating

25. Conscientious

26. Punctuality

27. Careful

28. Compliance

29. Communication Skill

30. Stress Management

31. Communication

32. Coordination

33. Self Esteem

VI. RECOMMENDATION Training is still a major focus in needs assessment literature, but there is a move toward analysis of

performance and all the possible variables for improvement. This change requires a change in assessment and

analysis methods. Most needs assessment and analysis methods do not analyze organizational culture or

environmental factors that may lead to solutions other than training. The focus is primarily on the individual

performer and the tasks performed. More needs assessment and analysis methods are needed that include

assessment and analysis of the organization and environment as factors for performance improvement. Existing

needs assessment and analysis methods may also be revised to include a more comprehensive view of

performance and the factors that influence performance. Since practitioners show a preference for particular

needs assessment and analysis methods, they would benefit from continuous study and application of multiple

needs assessment and analysis methods. There was no one needs assessment or analysis method identified in the

literature review that was recommended for all performance improvement problems, so practitioners will need

multiple methods to choose from in order to apply each one to the appropriate situation under investigation. The



training need analysis of Loco Pilot of Indian Railways was made using three techniques which are considered

one of the most representative techniques of training need analysis. The main objective of the study was to

identify abilities, skills and personality traits that are crucial for the job of Loco Pilots. The most critical

attributes identified in this study are alphabetically listed below –

Attention

Carefulness

Compliance

Conscientious

Cooperation

Coordination

Memory

Multi-limb Coordination

Observation

Punctuality

Selective Attention

Sense of Responsibility

Stamina

Self Esteem

Stress Management

Time Sharing

Vision

The above attributes are critical to bridge the gap for job success of Loco Pilots/Assistant Loco Pilots.

Hence the periodical training is required from the above mentioned critical attributes for the better performance

of the Loco Pilots Job.

REFERENCES [1]. Anderson, J.E. (2000). Training needs assessment, evaluation, success, and organizational strategy and effectiveness: An

exploration of the relationships. (Doctoral dissertation, Utah State University. Logan, UT).

[2]. Clarke N. (2003), The politics of training needs analysis, Journal of Workplace Learning, Vol. 15, No. 4. pp 141-153. [3]. McClelland S.D. (2002) A Training Needs Assessment for the United Way of Dunn County Wisconsin. (Master dissertation,

University of Wisconsin-Stout, Menomonie, WI, USA)

[4]. Bowman, J. And Wilson, J. (2008), Different roles, different perspectives: perceptions about the purpose of training needs analysis, Industrial and Commercial Training, Vol. 40, No. 1, pp.38 - 41

[5]. Castle, D. K. (2005). Physician, heal thyself: A case study demonstrating outcomes from

[6]. using performance analysis. Performance Improvement, 44(9), 14-26. [7]. Cline, E. B., & Seibert, P. (1993). Help for first-time needs assessors. Training &

[8]. Development, 47(5), 99-101.

[9]. Fulop, M. P., Loop-Bartick, K., & Rossett, A. (1997). Using the world wide web to [10]. conduct a needs assessment. Performance Improvement 36(6),22-27.