training and training need analysis
- 1. Training and training need analysis MBA 2nd sem
- 2. Introduction • Training – Is essential and is a very big industry – Enhances productivity of individuals – Enables development of competencies in line with organizational objectives – Allows communication of organizational goals – Enhances career progression and self development
- 3. Definition • Training – Provision aimed at creating intentional learning processes – To bring about semi permanent change in individuals –Knowledge, attitudes. Skills and habits (KASH)—behaviors – With an intention To enhance performance on the job • education –is more in general knowledge; training teaches a specific task or function
- 4. Stages • Training and development – 5 stages Need analysis Pre training Design Pre training Delivery On training Transfer Post training Evaluation Post training
- 5. Training need analysis • TNA – Determine organizational training needs – Whether organizational needs, objectives and problems can be addressed by training? – Influences overall effectiveness of training – Is used to specify key features of implementation and evaluation
- 6. Training need analysis • TNA – Is a three step process • Organizational analysis—identify needs • Task analysis- content of training • Person analysis- who to be trained – Need analysis must cover all three steps – Research shows • Impact maximum on learning if organizational analysis done • Impact maximum on behavioral outcomes if task analysis done
- 7. Training need analysis • Work and research mostly done – Task analysis • Consists of cognitive tasks Cognitive capacities and cues -how and when to apply them • and behavioral tasks – Identify competencies needed for jobs » Competencies are cluster of interrelated knowledge, skills, values, attitudes and others which are important for successful job performance • Done for individual and teams
- 8. Training need analysis • TNA – Organizational level and person level analysis—neglected – Look at diversity and cross cultural training at requirements – Also must look at • Concurrent needs and Future needs • Look to identify specific and generic skills – Therefore requires a data base of competencies-collect data on organization, task and person characteristics
- 9. Training need analysis • TNA – What needs to be identified at a generic level • Knowledge-facts about objects, relationships, rules, procedures, plans, goals and self knowledge • Observable skills –cognitive, psychomotor, physical, interpersonal, expressive and self management • Problem solving skills-heuristics, means –ends analysis, pattern matching, meta-cognition, transfers • Attitudes and beliefs– self efficacy, racial, cultural, sexist, commitment
- 10. Methodologies • Groups of methods used in training – Information presentation – Modeling- demonstration – Information presentation and learner response—case method – Systematic response generation— contextualizing the training – Simulation – On the job training
- 11. Training needs analysis • Process of TNA – Organizational analysis • Determines appropriateness of training- linked to orgn. Goals, strategies, resources – First needs an understanding of the organizational environment— » technical, » others – Measures work environment characteristics- » nature of support and » emphasis on training
- 12. Training needs analysis • Task analysis – Identify observable tasks performed and knowledge and skills required to do it-job analysis – Do it by • Job incumbents –develop lists of tasks performed • Assessors –grouping tasks into clusters based on similarity • Managers – generating KSA for each cluster of tasks • Surveys to validate these Task, task cluster and KSA’s • Use multiple assessors and multiple surveys
- 13. Training needs analysis • Task analysis • At individual and team level – Cognitive task analysis • Goals, decisions and judgments made on the job-use elicitation techniques-look at thought processes – Team task analysis • Simultaneous assessment of task and coordination requirements – Lists out the objectives for training programmes—specify what a trainee will be able to do at the end of training programme
- 14. Training need analysis • Person analysis – whether training is necessary so that employees can perform tasks effectively • Identify reasons for poor performance-training and non training needs – Who requires training • Look at employee records • Elicit self responses – Whether trainees are ready for training • Audit of basic skills, abilities and motivations of potential trainees—helps reorient training programmes • Assess language skills
- 15. Training needs analysis • TNA—Organization –task-person model – should be proactive – Done on a continuous basis – Helps allocate training resources • Human performance intervention model – Is a problem solving exercise—identify root cause and plan intervention
- 16. Training needs analysis • Assessment centers – Is a skills evaluation process – Used in • Selection and placement • Employee skill development • Career development • Organizational succession planning – Good assessment centre can • Good job preview • Help design training programmes • Identify potential successors
- 17. Assessment centers • Essential elements – Job analysis- • critical, relevant and observable performance elements and competency categories – Behavioral classification • Dimensions, skills, competencies, abilities – Multiple assessments-techniques – Assessment techniques • Allow behaviors revealing critical competencies to be observed – Simulations • –demonstrates observable behavior
- 18. Assessment centres • Essential elements – Assessors • Multiple assessors-not immediate supervisors-diversity enabled – Assessor training • Demonstrate competence in role – Recording behavior • Document through notes – Reports- based on notes – Data integration –pooling of all observations • Is a multi day affair and done in groups • Assessors are higher level managers, experts, psychologists