Training Needs Assessment (TNA)

A training need exists when there is a gap between what is required of a person to
perform their work competently and what they actual know.

A “training needs assessment”, or “training needs analysis”, is the method of determining

if a training need exists and if it does, what training is required to fill the gap.

The results of training needs analysis will highlight the subject matter needed to be
covered during the training course. The knowledge and skills gained during the training
will increase abilities and allow participants to perform their jobs at an acceptable level.
The needs assessment can be quite simple and obvious. For example, when a new
information system is introduced, it is assumed that no one has the knowledge to operate
it – and the training need is noted. However if the organization was switching systems,
the need may not be so obvious. By conducting training needs analysis you can target the
group that needs to be trained as well as hone in on exactly what training is required.

The purpose of conducting a needs assessment is to prevent a quick fix approach to

business problems. A TNA done correctly will ensure the solution addresses the real
issues and effectively focuses the appropriate resources, time and effort toward targeted
solutions.

There is quite a bit of literature written on the topic. This paper presents only some major
points.

The reasons for doing training needs assessment

• To determine whether training is needed
• To determine causes of poor performance
• To determine content and scope of training
• To determine desired training outcomes
• To provide a basis of measurement
• To gain management support

The Needs Assessment Process

The assessment can be as detailed and involved as needed. Factors to consider when
considering the level of detail are time, money, number of people involved, criticalness of
skill, anticipated return on investment?, resources available, etc. A comparison of some
of the factors between in-depth and a mini assessment follows.
 In-depth Mini

Type of Information Quantitative Qualitative

Methods Multi-tiered approach Interviews

Surveys Focus groups

Observation

Interviews

Focus groups

Document reviews

Scope Widespread organizational involvement Fewer people involved

Broad ranging objectives Short term focus

Length Several months to a year Few days to a week

Cost Expensive Inexpensive

Focus Linked o defined outputs Immediate, quick results

Exposure/Visibility High profile and risk Lower risk

Determine whom to assess

Again this depends on the goal and depth of the analysis. Categories of people can
include:
Senior management Human resource personnel

Target population Vendors

Target population managers Clients

Direct reports (those who report to target population) Competitors

Co-workers and peers Industry experts or observers

Steps in the Needs Assessment Process

Step One: Identify Problem Needs

Determine organizational context

Perform gap analysis

Set objectives

Step Two: Determine Design of Needs

Analysis
Establish method selection criteria

Assess advantages and disadvantages for methods

Step Three: Collect Data

Conduct interviews

Administer questionnaires and surveys

Review documents

Observe people at work

Step Four: Analyze Data

Conduct qualitative analysis

or Conduct Quantitative Analysis?

Determine solutions/recommendations
Step Five: Provide Feedback
Write report and make oral presentation

Determine next step – Training needed?

Step Six: Develop Action Plan

Once this formal needs assessment process is completed the information is used as the
basis for training design, development and evaluation. However you must continue to
assess the attitudes, knowledge and skill level of participants prior to each session.
Different audiences may have different needs. This can be done both through a basic
questionnaire sent just prior to a specific training event and also during the welcome time
of each session.
FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT:

Step 1. PERFORM A "GAP" ANALYSIS.

The first step is to check the actual performance of our organizations and our
people against existing standards, or to set new standards. There are
two parts to this:
• Current situation: We must determine the current state of skills,
knowledge, and abilities of our current and/or future employees. This
analysis also should examine our organizational goals, climate, and
internal and external constraints.
• Desired or necessary situation: We must identify the desired or
necessary conditions for organizational and personal success. This
analysis focuses on the necessary job tasks/standards, as well as the
skills, knowledge, and abilities needed to accomplish these
successfully. It is important that we identify the critical tasks
necessary, and not just observe our current practices. We also must
distinguish our actual needs from our perceived needs, our wants.

The difference the "gap" between the current and the necessary will identify
our needs, purposes, and objectives.

What are we looking for? Here are some questions to ask, to determine where HRD may
be useful in providing solutions: (3)

• Problems or deficits. Are there problems in the organization which

might be solved by training or other HRD activities?
• Impending change. Are there problems which do not currently
exist but are foreseen due to changes, such as new processes and
equipment, outside competition, and/or changes in staffing?
• Opportunities. Could we gain a competitive edge by taking
advantage of new technologies, training programs, consultants or
suppliers?
• Strengths. How can we take advantage of our organizational
strengths, as opposed to reacting to our weaknesses? Are there
opportunities to apply HRD to these areas?
• New directions. Could we take a proactive approach, applying HRD
to move our organizations to new levels of performance? For
 example, could team building and related activities help improve our
productivity?
• Mandated training. Are there internal or external forces dictating
that training and/or organization development will take place? Are
there policies or management decisions which might dictate the
implementation of some program? Are there governmental mandates
to which we must comply?

Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.

The first step should have produced a large list of needs for training and
development, career development, organization development, and/or
other interventions. Now we must examine these in view of their
importance to our organizational goals, realities, and

constraints. We must determine if the identified needs are real, if they are
worth addressing, and specify their importance and urgency in view
of our organizational needs and requirements (4). For example (5):
• Cost-effectiveness: How does the cost of the problem compare to
the cost of implementing a solution? In other words, we perform a
cost-benefit analysis.
• Legal mandates: Are there laws requiring a solution? (For example,
safety or regulatory compliance.)
• Executive pressure: Does top management expect a solution?
• Population: Are many people or key people involved?
• Customers: What influence is generated by customer specifications
and expectations?
If some of our needs are of relatively low importance, we would do better to
devote our energies to addressing other human performance
problems with greater impact and greater value.
Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR
OPPORTUNITIES.

Now that we have prioritized and focused on critical organizational and

personal needs, we will next identify specific problem areas and
opportunities in our organization. We must know what our
performance requirements are, if appropriate solutions are to be
applied. We should ask two questions for every identified need: (6)
• Are our people doing their jobs effectively?
• Do they know how to do their jobs?

This will require detailed investigation and analysis of our people, their jobs,
and our organizations -- both for the current situation and in
preparation for the future.
Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH
OPPORTUNITIES.

If people are doing their jobs effectively, perhaps we should leave well
enough alone. ("If it ain't broke, don't fix it.") However, some
training and/or other interventions might be called for if sufficient
importance is attached to moving our people and their performance
into new directions.

But if our people ARE NOT doing their jobs effectively:

• Training may be the solution, IF there is a knowledge problem.

• Organization development activities may provide solutions when the
problem is not based on a lack of knowledge and is primarily
associated with systematic change. These interventions might include
strategic planning, organization restructuring, performance
management and/or effective team building.
TRAINING NEED ASSESSMENT FLOW CHART

PERFORM A "GAP" ANALYSIS

IDENTIFY PRIORITIES AND IMPORTANCE

IDENTIFY CAUSES OF PERFORMANCE

PROBLEMS AND/OR OPPORTUNITIES

IDENTIFY POSSIBLE SOLUTIONS

ANDGROWTHOPPORTUNITIES