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Training Needs Analysis (TNA) in one of the essential and basic activity of a HR Manager. Unless scientifically drawn, TNA won't bring fruits of productivity and performance improvement.
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Instructional Design Process- Analysis Phase
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ANALYSIS PHASE…
WHY YOU NEED TO ANALYSE?
DR. PEEYUSH VERMA
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First Step In The ISD Process
AnalysisPerformanceProblem
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Analysis Phase
• Training Needs Analysis
• Seven types of analysis
• Output of analysis
• Evaluation
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Instructional Design Process- Analysis Phase
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Instructional Design Process- Analysis Phase
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Instructional Design Process- Analysis Phase
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Instructional Design Process- Analysis Phase
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Instructional Design Process- Analysis Phase
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WHY TRAINING??
WHOSE NEED IS THIS?
TRAINING SHOULD BE
MEANINGFULPURPOSEFULFOCUSSED
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TRAINING INTERVENTIONS
Is it a formal need- found through proactive analysis
Is it a response to request- found through reactive analysis
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INPUT PROCESS OUTPUT
INTERNAL ENVIRONMENT
EXTERNAL ENVIRONMENT
EXTERNAL ENVIRONMENT
ORGANISATIONAL
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CHANGING ORGANISATIONAL CLIMATE
POLICYCHANGE
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TRAINING NEEDSA needs assessment is a systematic & scientific set of procedures undertaken for the purpose of setting priorities and making decisions about program for organizational improvement and allocation of resources.
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TRAINING NEEDSNeeds assessments enable you to identify and measure gaps between what is and what ought to be, from which program goals and objectives can be identified. Needs assessments ultimately address questions about the future (What should be done?).
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P
E
GAP
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TRAINING NEEDSIn the broadest sense, needs assessment is concerned with policy and programs, not individual diagnosis. If a needs assessment is done well, however, it should lead to actions that will directly benefit those with the needs.Needs assessment should progress through a defined series of phases that involve preparing for the assessment, implementing the assessment, and then applying the results to improve the program.
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WHY CONDUCT NEEDS ASSESSMENT?
Reduces uncertainty about a specific issue or problem. While we might think we already know what the needs are, usually our knowledge may be based on impressions, or experiences of limited situations or of observations of only a few persons who may not be representative of the population we are concerned with.Identifies both program strengths and weaknesses.Can be used as a baseline against which to compare future changes in the program status.Facilitates your ability to plan, make better informed decisions, set priorities about your program development and improvement needs.
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WHY CONDUCT NEEDS ASSESSMENT?
• Whether can be conducted with limited resources and time.
• Facilitates your ability to more effectively and efficiently allocate and use program resources.
• Adds credibility to your program.• Educates others about your program.• Garners additional resources and funding.• Address the perceived changes in the
existing system, processes or products.
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Analysis of the existing situation?
Analysis of the existing situation with reference to work environment may include
Work culture,
Job descriptions
Nature of duties
Type of personnel
Resource Utilisation
Constraints
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What does perceived situation include?
Perceived situation with reference to work environment include
Change in work culture,
Change in duties, roles, responsibilities,
Change in policies and address socital issues
Additions and alterations in type of personnel
Additions and change in resource provision
Measures to address constraints
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Context Analysis. An analysis of the business needs or other reasons the training is desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions.
TYPES OF TRAINING NEEDS ANALYSIS
User Analysis. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what is their learning style, and who will conduct the training.
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Work analysis. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job.
TYPES OF TRAINING NEEDS ANALYSIS
Content Analysis. Analysis of documents, policies, plans & procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced worker can assist (as a subject matter expert) in determining the appropriate content.
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Training Suitability Analysis. Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage.
TYPES OF TRAINING NEEDS ANALYSIS
Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.
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WHO CONDUCTS NEEDS ASSESSMENT?
Depending on your experience and the complexity of the assessment, could plan and conduct the assessment on your own.Consider utilizing an internal, in-house evaluator.Consider hiring a consultant to conduct part or all of the needs assessment activities.Obtain technical assistance from CENTRES OF EXCELLENCE.
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HOW TO CONDUCT NEED ASSESSMENT?
Several basic Needs Assessment techniques include: Direct observation Questionnaires Consultation with persons in key positions, and/or with specific knowledge Review of relevant literature Interviews Focus groups Tests Records & report studies Work samples
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SAFEGAURDS AGAINST NEED ASSESSMENT?
IMPERCEPTIONS ASSUMED VALUES OR ROLES BIASES WRONG PERSON CONDUCTING TNA USING INAPPROPRIATE TOOL IMPROPER RECORDS OR INSUFFICIENT DATA INCOMPLETE OBSERVATIONSWRONG INTERPRETATIONSFAKING THE DATA
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Seven Types of Analysis
Resource analysis
Constraints analysis
Job analysis
Task analysis
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Seven Types of Analysis
Problem analysis
Goal analysis
Audience analysis
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Output: Analysis Phase
• JA Report with…– Training recommendations (performance
requirements)– Course content
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Analysis Phase
A ProblemAnalysis Phase
Job AnalysisReport
Instructional Design Process- Analysis Phase
ASSSSMENT OF TRAINING INTERVENTIONS
THROUGH FORMAL INSTRUMENTS
ELEMENTS OF TRAINING
INTERVENTIONS
ASSESSMENT OF TRAINIGNG
INTERVENTIONS THROUGH INFORMAL
SESSIONS
KNOWLEDGE COMPONENTS
COMPETENCY DEVELOPMENT REQUIREMENT
S
ATTITUDE DEVELOPMENT
TRAINING RESOURCES
TRAINING DESIGN
TRAINING PLAN FOR LEVEL
TNA
Model of TNA for Competency Development Requirements
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