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Necessity of Training & Identification of Training Needs

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 CHAPTER 3
Necessity of Training & Identification of Training Needs
Dr Rabindra Kumar Pradhan
Sajeet Pradhan

Abstract
Training is for improvement of a person. Training is no longer optional. In the 21st
century, an organization’s capacity to effectively train its people is part of its ability
to survive. And if that capacity isn’t there, or if it’s defective, then the organization
itself will reveal that flaw in a number of destructive ways, including loss of bottom
line profits. Needs identification will help to identify the necessary and relevant
issues for proper planning and implementation. Needs identification is the first
logical step to determine and justify the requirement for training in the first place, it
acts as a prognosis of an organizational ailment. There are various methods and
techniques to identify needs which are then categorized into four major categories :
democratic, diagnostic, analytic and compliance needs. Since none of the technique
is self sufficient in nature it is advisable to have a combination of techniques so as to
get the true result i.e. the actual training needs. Need analysis is the next step in the
training process to determine training for whom, why and what. The three major
components of needs analysis are organizational/strategic analysis, task analysis and
person analysis. Organizational analysis involves determining the extent to which
training is congruent with the company’s business strategy and resources. Since
performance problems are one of the major reasons that companies consider
training for employees, it is important to investigate how personal characteristics,
input, output, consequences and feedback relate to performance and learning. A
task analysis involves identifying the task and the knowledge, skills and abilities that
will be trained for. Competency modeling is a new approach to needs assessment
that focuses on identifying personal capabilities including knowledge, skills,
attitudes, values, and personal characteristics.

More than 50 years ago, McDonald's founder Ray Kroc said, "If we are going to
go anywhere, we've got to have talent, and I'm going to put my money in developing
talent." As a successful food service company, McDonald's continues to uphold and
honor Kroc's philosophy and been leading advocate of training benefits. Training has
become a ubiquitous term in today’s business world. The importance and necessity of
training can be judged by the fact that globally more than $ 100 bn is invested annually
on training. Organizations across the globe have understood the fact that by allocating
both time (man hours) & money towards training will help it in achieving rich dividends
in long run. There was wide spread skepticism that training will be the first casualty (i.e.
training budget will be truncated) during the economic slowdown, but organizations are
sane enough to understand the hazards of slashing the training budget rather they find the
recession to be the right time to upgrade the existing skill set. As of today, corporate
budgets on training are staggering.Infosys, for example, has an annual outlay of $125 mn
on training, while TCS too invests a comparable figure on employee growth.Accenture‘s
global spending on training has been $549 mn per annum. (K.Aswathappa, 2008)

1
Training is no more considered to be just another HR activity which spreads feel good
sentiment; instead it has become a strategic instrument which can catapult the
organization to the next level of performance.

3.1 Training
For decades now – centuries, arguably – training has been seen as something that
supports the workforce. This position stems largely from the perception that training is
an extension of education. Since education has been traditionally viewed as a system of
supporting human growth and development, workforce training has slid conveniently,
some might say logically, into this existing groove of thinking.
In the modern workforce – and that of the foreseeable future – the idea that
workforce training exists as a support system is dangerously outdated. The notion of
support implies that something is important; but not necessarily vital, and certainly not
essential. And it’s because of this view that in many workplaces, training is viewed as an
enhancer; something valuable, yet, ultimately optional. Something to invest in or focus
upon if revenues support it or if time permits it. But certainly nothing is essential.

3.2 The benefits of Employee Training

Tessin (1978) mentioned that training gives benefit not only to individual
employee but also to the organization where he / she works. This is also beneficial in
improvement of personnel as well as human relations, intra group as well as intergroup
relations and policy implementation.
3.2.1 Benefits the organization
Training
 Leads to improved profitability and/or more positive attitudes towards profit
orientation.
 Improves the job knowledge and skills at all levels of the organization
 Improves the morale of the workforce
 Helps people identify with organizational goals
 Helps create a better corporate image
 Fosters authenticity ,openness and trust
 Improves relationship between boss and subordinate
 Aids in organizational development
 Learns from the trainee
 Helps prepare guidelines for work
 Aids in understanding and carrying out organizational policies
 Provides information for future needs in all areas of the organization
 Organization gets more effective decision-making and problem solving skills
 Aids in development for promotion from within
 Aids in developing leadership skills ,motivation, loyalty, better attitudes, and
other aspects that successful workers and managers usually display
 Aids in increasing productivity and/or quality of work
 Helps keep cost down in many areas e.g. production, personnel, administration,
etc

2
 Develops a sense of responsibility to the organization for being competent and
knowledgeable
 Improves labour management relation
 Reduces outside consulting costs by utilizing competent internal consultation
 Stimulates preventive management as opposed to putting out fire
 Eliminates suboptimal behaviour (such as hiding tools)
 Creates an appropriate climate for growth and communication
 Aids in improving organizational communication
 Helps employees adjust to change
 Aids in handling conflict, thereby helping to prevent stress and tension.

3.2.2 Benefits to the individual

Training
 Helps the individual in making better decisions and effective problem solving
 Through training and development ,motivational variables of recognition,
achievement ,growth, responsibility and advancement are internalized and
operationalized
 Aids in encouraging and achieving self-development and self-confidence
 Helps a person handles stress,tension,frustration and conflict
 Provides information for improving leadership,knowledge,communication skills
and attitudes
 Increase job satisfaction and recognition
 Moves a person towards personal goals while improving interactive skills
 Satisfies personal needs of the trainers and trainees
 Provides the trainee an avenue for growth and a say in his/her own future

3.2.3 Benefits in Personnel and Human Relations, Intra group and Intergroup
Relations and Policy Implementation
Training
 Improves communication between groups and individuals
 Aids in orientation for new employee and those taking new jobs through transfer
or promotion.
 Provides information on equal opportunity and affirmative action
 Provides information on other government laws and administrative policies
 Improves interpersonal skills
 Makes organizational policies ,rules and regulations viable
 Improves morale
 Builds cohesiveness in groups
 Provides a good climate for learning, growth and co-ordination
 Makes the organization a better place to work and live.

3.2.4 Training is equal to Profit

3
 When there are gaps in the skilled workforce, gaps caused by lack of training,
then, automatically, work become inefficient and money is lost. How much money is lost
depends on the type of gap and how it manifests; but without doubt, regardless of
whether a company sells flowers or microchips, a gap in the skilled workforce costs
money.
In the past, this gap was typically seen only in terms of sales, such as whether a
lack of training caused a sale to be lost. Now, however, we know without any economic
doubt that the costs of ineffective or non-existent training gaps go far beyond lost sales.
These additional financial costs include: rework, missed profits (smaller profits due to
inefficiency), and misallocated resources (money spent trying to fix a gap could be better
spent elsewhere). There is also lost in market share, lost in potential word-of-mouth
advertising from satisfied (or merely served) customers, and the list goes on.
Training can no longer be viewed as a support system, like a good benefits
program or a leading-edge technical infrastructure. In the skilled workforce of the 21st
century, training is essential. It is the core engine of a company, because it supports the
entire skilled workforce. And, frankly, there is no other way – whatsoever – for a
company to comply with this paradigm shift than to understand that training is important
and essential.

3.3 Training Needs Identification

A training need is a need for human performance improvement that can best be
met through training of some kind. This need must be spelled out in clear, behaviourally
oriented terms (Cascio, 1994). There are different types of training needs. Brinkerhoff
(1986) is of the view that focusing only on performance deficiency in needs analysis is
too restrictive and proposed three other possible ways of looking at training needs. These,
according to him, are democratic needs, diagnostic needs and analytic needs. Democratic
needs are option for training that are preferred, selected, or voted for by employees or
managers or both. Diagnostic needs focus on the factors that lead to effective
performance and prevent performance problems, rather than emphasizing on existing
problems. Diagnostic needs are identified by studying the different factors that may affect
performance. The goal is how effective performance can be obtained. Analytic needs
identify new and better ways to perform a task. These needs are generally discovered by
intuition, insight or expert consideration. To this list Randy et al (2002) have added a
fourth need, namely compliance need. Compliance needs are those mandated by law.
This category of needs often deals with mandated training programmes such as safety
training, prevention of sexual harassment programmes, training under the Apprentice Act
etc.
According to Stockard (1997) training needs can also be classified as normative
need (i.e., a need compared to a standard), felt need (i.e., why individuals think they
want to learn), expressed/demanded need (based on the demand and supply gaps of
knowledge and skill), comparative need (i.e., compared to others there is a need) and
anticipated future need (i.e., based on projected future demand).
There is another classification of Training needs which categorize needs on the
basis of
 Magnitude of content (Micro/Macro)
 Period of Utility (Short term/Long term)

4
  Trainees relation with the organization(Pre-service Training Needs/In-service
Training Needs)
 Number of persons (Individual/Group)
 Specific Area(Technical/Behaviour)

3.3.1 Training Needs Assessment

It is the process of identification and prioritization of training requirements
(Kaufman, 1994). The timely and precise identification of training needs starts with the
determination of knowledge, and skill essential for maximum effectiveness in an
organization’s position (Stockard, 1997). Needs assessment is the process by which an
organization’s HRD needs are identified and articulated. A needs assessment can identify
an organization’s goals, its effectiveness in reaching these goals; discrepancies or gaps
between employees skills, the skills required for effective current job performance,
discrepancies between current skills and the skills needed to perform the job successfully
in the future and the conditions under which the HRD activities will occur (Randy et al.,
2002).
There are different terminologies used like –training needs analysis, training
needs assessment, training needs measurement, training needs evaluation, and training
needs determination. There is not much variation in their meaning. In the needs
assessment process, the emphasis is on current level of knowledge, skill or attitude at
individual, group or organizational level to determine the future course of HRD activities.
Whereas, in training needs analysis, the emphasis is given to failure or non-performance
of workforce and to ascertain whether training is one of the reasons. Needs analysis is
very important because sometimes the failure is not because of incompetent work force
but because of other issues like negative organizational climate, adverse government
policy, innovative strategies of rival companies and even natural disasters.
Training needs assessment 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. Conducting needs assessment is fundamental to the success of
a training program. Often organizations will develop and implement training without first
conducting a needs analysis. These organizations run the risk of overdoing training, doing
too little training, or missing the point completely.

3.3.2 Necessity of needs assessment

The primary purpose of the training needs assessment is to ensure that there is a
need for training in the first place and to identify the nature of the content of the training
program. Conducting an assessment is a way to collect information that can be employed
to decide what type of development will be relevant and useful (Steadham, 1980).

Conducting a training needs assessment is essential to:

 Determine what training is relevant to the employees’ jobs.
 Determine what training will improve performance.
 Determine if training will make a difference.
 Distinguish training needs from organizational problems.
 Linking job performance with the organizational goals and bottom line.

5
Conducting a needs assessment is useful in identifying Organizational goals and its
effectiveness in achieving these goals.
 Gaps or discrepancies between employee skills and the skills required for
effective job performance.
 Problems that may not be solved by training like restructuring, technology up
gradation etc
 Conditions under which the training and development activity will occur

In addition to provide a clear direction for identifying training needs, needs

analysis also serves as a basis for evaluating the effectiveness of the training program. In
the absence of a needs analysis, training results are usually subjective and might not be
attributable to training.

3.3.3 Participation in needs assessment

Unlike the past when only trainers were concerned with the needs assessment
process today it includes managers, training department and employees in the needs
assessment process. As training is used to help the company to achieve its strategic goals,
both upper and mid level managers are involved in the needs assessment process. Upper
level managers which include Directors, Chief Executive Officers (CEOs), and Vice
Presidents, look at training from strategic point of view which they believe will help the
organization in building or developing future capabilities or competencies thereby will
help the organization in achieving its vision. They consider training interventions to be of
paramount importance since this will catapult the organization to the next higher level.
Mid-level managers are more concerned with how training may affect the attainment of
financial goals for the units they supervise. As a result, they are more concerned about the
budget allocated for the training, types of employees who should receive training and
what training can bring immediate improvement in products and services.
Training department includes training managers and instructional designers who
are more concerned about the decisions related to outsourcing of the training, identifying
the tasks that need to be trained and winning the support of the top and middle managers.
The table 3.1 shows the questions that upper-level, mid-level managers and trainers are
interested in answering for organizational analysis, person analysis and task analysis
(Ghanekar, 2009)

Table 3.1 Concerns of Upper level, Midlevel managers and Trainers in Needs
Assessment
Upper Level Middle Level Trainers
Managers Managers
Organizational Is training important Do I want to spend Do I have the budget
Analysis to our business money on training? to buy training
objectives? How much? services?
How does training Will managers support
support our business training?
strategy?
Person What functions or Who should be How will I identify

6
 Analysis business units need trained? Managers? which employees need
training? Professionals? training?
Core employees?
Task Analysis Does the For what jobs can What task should be
organization have the training make the trained?
people with the biggest difference What knowledge,
knowledge, skills and in product quality skills ability, or other
ability needed to or customer characteristics are
compete in the service? necessary?
market place?

Upper level managers are usually involved to determine whether training is

properly aligned with organization’s strategy or not and how much to invest in training
activities. They are generally not involved in the operational issues like identification of
training needs and how those can be met. This is the role of Subject Matter Experts
(SMEs). Subject Matter Experts are employees, academics, managers, technical experts,
trainers and even customers or suppliers who are knowledgeable in regard to
(1) Training issues including tasks to be performed
(2) Knowledge, skills, and abilities required for successful task performance
(3) Necessary equipment/machinery and
(4) Conditions under which the tasks have to perform.

SMEs should not just be technically competent but also should have sharp
acumen in understanding the subtle aspects of culture, values and structure to do justice
to the training.

3.3.4 Determination of a Training Need

There are problems and issues in organizations which are not directly associated
with training but from which training needs can be derived. For example, accident rate or
flouting of health and safety legislation may point to a problem. Disputes, grievances,
high labour turnover or absenteeism may indicate a manager-subordinate problem, or a
manifestation of conflict, or ‘withdrawal from work’. The style of management and its
approach towards its people may require further investigation.
Workflow, quality, quantity, output and material waste or scrap may indicate some
technological, operational or productivity issues linked to training. Customer and/or
supplier complaints from late delivery to quality of goods or services may also trigger
some externally influenced training issue.
An organization’s plan to grow, merge or reduce operations and personnel will
impact its future selection, recruitment, induction, and training thereby will have
implications for training needs at all the three levels i.e. at organizational, departmental
and individual level. Training needs can further be determined from various sources like
individuals who are well aware of their learning needs for their own development, from
performance records which will point out performance gaps or performance deficits
which can then help in identifying pertinent training needs. It can be judged by evaluating

7
past training needs analysis and its success in achieving desired training outcome. Of
course, it is historical and may not fit into the current scheme of things but still it can
offer valuable clues to problems and thereby helping in determining correct training
needs.

3.4 Methods used in Training Needs Assessment

While assessing training needs, it is important to get a complete picture from
many sources and viewpoints. Several methods are used to conduct needs assessment,
including observing employees performing the job, utilizing online technology, reading
technical manuals and other documentation, interviewing SMEs, conducting discussion
of focus groups with SMEs and asking SMEs to complete questionnaires designed to
identify tasks and knowledge skills, abilities, and other characteristics required for a job.
Because no one method of conducting needs assessment is superior to the others, multiple
methods are usually used. The methods vary in the type of information as well as the
level of detail of the information. With the increasing emphasis on Total Quality
Management, many companies are often using information about other companies’
training practices (a process called Benchmarking) to obtain help in determining the
appropriate type, level and frequency of training. For example, Chevron, Federal Express,
GTE, Xerox, and several other companies are members of American Society for Training
and Development (ASTD) benchmarking forum. A common survey instrument is
completed by each company .The survey includes questions on training costs, staff size,
administration, design, program development, and delivery. The information is
summarized and shared with the participating companies. Based on the findings of
Steadham (1980), Mirabile (1997) and Judith (2002), various advantages and
disadvantages of needs assessment techniques are presented in tabular form (Table 3.2).

Table 3.2 Advantages and Disadvantages of Needs Assessment Techniques

Technique Advantages Disadvantages

Observation Generates real life data relevant to
work environment.
Minimizes interruption of routine
work flow or group activity.
Survey/Que Inexpensive.
stionnaires Can collect data from large
number of persons.
Yield data easily summarized and
reported.
Give opportunity of response
without fear of embarrassment.
Performanc Indicate strengths and weaknesses
e Appraisal in skills, and identify training and
Needs skilled observer.
Employee’s behavior may be
affected by being observed.
Allow data collection only in the
work setting.
May cause “spied on” feeling.
Require substantial time for
development of effective survey or
questionnaire.
Possible low return rates,
inappropriate responses.
Lacks detail.
Only provides information directly
related to questions asked.
Can be costly to develop the
system, implement the appraisals,

8
 development needs. and process the results.
May enable managers to
manipulate ratings to justify a pay
raise.
May invalidate the appraisal
because of supervisor bias.
May be prohibited o union
employees.
Tests Can be helpful in determining May be constructed for the
deficiencies in terms of audience, and validity can be
Knowledge, skills, or attitudes. questionable.
Easily quantifiable and Do not indicate if measured
comparable knowledge and skills are actually
being used on the job.
Interviews Good at uncovering details of Time consuming.
training needs as well as causes Difficult to analyze and quantify
and solutions of the problems. results.
Can explore unanticipated issues Needs skilled interviewer.
that come up. Can be threatening to SMEs.
Uncover attitudes, causes of Difficult to schedule.
problems and possible solutions. SMEs only provide information
Allow for spontaneous feedback. they think you want to hear.
Assessment Can provide early identification of Selecting people to be included in
Centers people with potential for the high potential process difficult
advancement. with no hard criteria available.
More accurate than intuition. Are time consuming and costly to
Reduce bias and increase administer
objectivity in selection process. May be used to diagnose
development needs rather than
high potential.

Focus Useful with complex or Time consuming to organize.

Groups controversial issues that one Group members only provide
person may be unable or unwilling information they think you want to
to explore. hear.
Questions can be modified to Group members may be reluctant
explore unanticipated issues. to participate if status or position
Allow interaction between differences exist among members.
viewpoints. Can produce data that is difficult
Enhance “buy in”; focus on to quantify.
consensus.
Help group members become
better listeners, analysers, and
problem solvers.
Advisory Are simple and inexpensive. Carry biased organizational
Committees Permit input and interaction of a perspective.

9
 number of individuals with May not represent the complete
personal views of the group’s picture because the information is
needs. from a group that is not
Establish and strengthen lines of representative of the target
communication. audience.
Documentat Good source of information on Often do not indicate causes of
ion procedure. problems or solutions.
(Technical Good source of task information Reflect the past rather than current
and policy for new jobs and jobs in the situation.
manuals, process of being created. Must be interpreted by skilled data
Audits, Provide clues to trouble spots. analysts.
Records, etc Provide objective evidence or Materials may be obsolete.
results.
Can easily be collected and
compiled.
Bench Learn from industry leaders and Does not build involvement.
Marking competitors. May not be directly relevant.
and Can build credibility. Data from different organizations
Independent Availability of free data on may be misleading.
Research internet. Requires significant analysis.
Avoid rediscovering what is
known.

3.5 Training Needs Assessment Process

Training Needs Assessment process starts with the detection of performance
problems and productivity issues. In dealing with the performance concerns, identifying
on-the-job requirements in the form of performance objectives is particularly helpful.
These types of objectives are behavioural in design, and do much to make the analysis
and identification process more precise. At fourth stage the training needs are specially
identified and described. This stage can involve a lot of hard, frustrating work, especially
if people have already made up their minds as to what the needs really are. Once the
training needs are identified it should be analyzed with respect to all relevant surrounding
factors. They should also be grouped at this stage to take into account learning hierarchies
and the logical clustering of needs.
The sixth stage involves translating the training needs into training objectives.
These are performance statements similar to performance objectives, but they are
designed for use in various types of instructional approaches. They are also known as
instructional objectives or learning objectives. Further grouping of the original learning
needs may occur as it gets converted into training objectives.
At the seventh and final stage of the training needs analysis process, selection of
the optimum training design becomes essential. Some training needs might require quite
simple training programs. Others could require longer range programs involving a
number of different subject areas. Everything must finally come together to meet those
training needs that have been filtered through the complete training needs analysis
process. It’s worth noting that feedback/monitoring connection exists for each of the

10
stages prior to the seventh. It’s important that all stages of TNA process remain open to
further adjustments so as to ensure the continuous inclusion of new information and the
refinement of old information. Further, it will help to convince employees throughout the
organization that their opinions count and will be considered. According to Peterson
(1998), the flowchart of training needs assessment process is given in Figure 3.1.

1. ALERTNESS FOR PERFORMANCE PROBLEMS

2. PERFORMNCE CONCERN

3. PERFORMANCE OBJECTIVES
F
E
E
D
B 4. TRAINING NEEDS IDENTIFICATION
A
C
K
D
5. ANALYSIS OF TRAINING NEEDS I
S
C
A
R
D
6. TRAINING OBJECTIVES

7. OPTIMUM TRAINING DESIGN

11
 Figure 3.1 Flowchart of the Training Needs Assessment Process

There are three basic elements of Training Needs Analysis Process: organizational
analysis, person analysis, and task analysis. Organization should consider the information
from all three types of analysis before the decision is made to devote time and money for
training. Because organizational analysis is concerned with identifying whether training
fits with the organization’s strategic objectives and whether the organization has the
budget, time and expertise for training. It is usually conducted first. Person analysis and
task analysis are often conducted at the same time because it is difficult to determine
whether performance deficiencies are training problem without understanding the tasks
and the work environment. The following figure 3.2 illustrates the Needs Assessment
process containing the three elements of needs assessment: organizational analysis,
person analysis, and task analysis.

Person Analysis
Input
Output
Consequences
Feedback

Organizational
Analysis Do we want to devote
Strategic Direction time and money for
Support for Training training?
Training Resources
Task Analysis
Work Activity
KSAs
Working Conditions

Figure 3.2 Three Basic Elements of TNA Process

3.5.1 Organizational Analysis

Organizational analysis refers to an examination of system wide components of
the organization that may affect a training program beyond those ordinarily considered in

12
task and person analyses. It has a much broader scope which includes examination of
organizational goals, resources of the organization, transfer climate for training, and
internal and external constraints present in the environment.
The actual components of an organizational analysis depend on the type of
program being instituted and the characteristics of the organization. Only recently little
attention has been given to understanding the strategic plans of the organization and the
implications of such plans for training efforts. Also the scope of the organizational
analysis depends on various variables, including who is to be trained, what type of
training is contemplated, the size of the organization, and so on. An effective
Organizational Analysis should be able to answer following questions (Tannenbaum, ).

 How might the training content affect our employees’ relationship with our
customers?
 What might suppliers, customers, or partners need to know about the training
program?
 How does this program align with the strategic needs of the business?
 Should organizational resources be devoted to this program?
 What do we need from managers and peers for this training to succeed?
 What features of the work environment might interfere with training (e.g., lack of
equipment, no time to use new skills)?
 Do we have experts who can help us develop the program content and ensure that we
understand the needs of the business as we develop the program?
 Will employees perceive the training program as an opportunity? Reward?
Punishment? Waste of time?

3.5.2 Person Analysis

Person analysis focuses on identifying whether there is any evidence that training
is the solution, who needs training, and whether employees have the prerequisite skills,
attitudes, and beliefs needed to ensure that they master the content of training programs.
Because performance problems are one of the major reasons, organizations consider for
training of their employees. It is important to consider how personal characteristics,
input, output, consequences, and feedback relate to performance and learning. Person
analysis basically helps to identify employees who need training, that is, whether current
performance or expected performance indicates a need for training. The need for training
may result from various pressure points like performance problems, changes in the job, or
use of new technology.
A major pressure point for training is poor or substandard performance. Poor
performance is indicated by customer complaints, low performance ratings, or on the job
incidents such as accidents and unsafe behavior. Another potential indicator of the need
for training is if the job changes such that current levels of performance need to be
improved or employees must be able to complete new tasks. Rummler (1996) and
Reinhart (2000) explained the process of person analysis as follows.

PERSON CHARACTERISTICS
Basic Skills (Cognitive Ability, Reading Level)
Self-efficacy

13
 Awareness of Timing Needs, Career interests, Goals

+
INPUT
Understand what,how,when to perform
Situational Constraints
Opportunity to perform

+
OUTPUT
Expectations for Learning and Performance

+
CONSEQUENCES
Norms
Benefits
Rewards
+
FEEDBACK
Frequency
Specificity
Detail

= Motivation to learn, Learning, Job Performance

3.5.3 Task Analysis

Task analysis begins with job requirements and compares employee knowledge
and skills to determine training needs. Examining job descriptions and specifications
provides necessary information on expected performance and the skills employees need
to accomplish their work. Any gaps between performance and job requirements indicate a
need for task training. Task analysis results in a description of work activities, including
tasks performed by the employee and the knowledge,skills,and abilities required to
complete the tasks.

A good task analysis identifies:

 Tasks that have to be performed.
 Condition under which tasks are to be performed.
 How often and when tasks are performed.
 Quantity and quality of performance required.
 Skills and Knowledge required performing tasks.
 Where and how these skills are best acquired.

Task analysis should be undertaken only after the organizational analysis has determined
that the organization wants to devote time and money for training.

14
Steps in task Analysis

1. Select the job(s) to be analyzed.

2. Develop a preliminary list of tasks performed on the job by (a) interviewing and
observing expert employees and their managers and (b) talking with others who
have performed a task analysis.
3. Validate or confirm the preliminary list of tasks. This involves having a group of
subject matter experts, job incumbents; managers answer in a meeting or on a
written survey several questions regarding the tasks. The types of questions that
may be asked include the following:
 How frequently is the task performed?
 How much time is spent performing each task?
 How important or critical is the task for successful performance of the job?
 How difficult is the task to learn?
 Is performance of the task expected of entry-level employees?

4. Once the tasks are identified, it is important to identify the knowledge, skills, or
abilities necessary to successfully perform each task. This information can be
collected through interviews and questionnaires.

3.6 Competency Models (New Approach to TNA)

In today’s global and competitive business environment, many organizations are
finding that it is difficult to determine whether employees have the capabilities needed for
successes. The necessary capabilities may vary from one business unit to another and
even across roles within a business unit. As a result, many organizations have started to
use competency models to help them identify the knowledge, skills, and personal
characteristics (attitudes, personality) needed for successful performance in a job.
Competency modeling is a new approach to needs assessment that focuses on
identifying personal capabilities including knowledge, skills, attitudes, values, and
personal characteristics. Traditionally, needs assessment has involved identifying
knowledge, skills, abilities, and tasks. However, a current trend in training is for needs
assessment to focus on competencies. Competency models are useful for training and
development in several ways:
 They identify behaviours needed for effective job performance. These models ensure
that feedback given to employees as part of a development programme relate
specifically to individual and organizational success.
 They provide a tool for determining what skills are needed to meet today’s needs as
well as the company’s future skill needs. They can be used to evaluate the relationship
between the company’s current programmes and present needs.
 They help to determine what skills are needed at different career points.
 They provide a framework for ongoing coaching and feedback to develop employees
for current and future roles.
 They create a road map for identifying and developing employees who may be
candidates for managerial positions.(succession planning)

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 Successful companies everywhere have determined that it is critical to understand
the competencies, which are necessary in order to attain strategic objectives. The need for
an increasingly flexible workforce and the ability to redefine organizational structures to
quickly meet changing strategies demonstrates the need for competency based tools and
applications.

3.7 Conclusion
Previously training was considered as an activity not capable of adding value to
business results. It was considered as a costly investment by many. As a result, whenever
there was cash crunch or losses in the business, cessation of training was seen as an easy
and convenient option for cost reduction. Today, Training has become an integral part of
every organization’s strategy. It not only deals with the knowledge, skills and attitude
deficit in current job but also addresses future capabilities of an organization to survive
the unseen and unpredictable future. The so called subjective and unaccountable training
in its new incarnation has become panacea of sort by providing remedy for almost all
organizational ills.

3.8 References
Aswathappa, K. (2008).Human Resource Management. Tata McGraw Hill Publishing,
pp. 205-06.

Brinkerhoff, Robert.O. (1986). Expanding Needs Analysis. Training and Development

Journal, pp. 64-65.

Cascio, W. (1994). Documenting training effectiveness in terms of worker performance

and adaptability. EQW Working Papers. The National Center on Educational Quality of
the Workforce. Philadelphia: University of Pennsylvania.

Ghanekar, A. (2009). Essentials of Training & Development. Everest Publications. Judith,

B. (2002). Training Needs Assessment: A must for developing an effective
training program, Public Personnel Management, 00910260,31(4)

Kaufman, Rogers (1994). Auditing your needs assessment. Training & Development
(February issue): 22-23.

Mirabile, R.J. (1997). Everything you wanted to know about Competency Modeling.
Training and Development (August issue)

Peterson, R. (1998). Training Needs Assessment, Kogan, p. 11

Randy L.Desimone, Jon M.Werner and David M.Harris (2002).Human Resources

Development.Harcourt College Publishers, Orlando, Florida.p.3

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 Reinhart, C. (2000). How to Leap over Barriers to Performance. Training and
Development (Jan, issue):20-24.

Rummler, G. (1996). In search of the Holy Performance Grail. Training and

Development (April issue):26-31.

Steadham, S. V. (1980). Learning to select a Needs Assessment Strategy, Training and

Development Journal (January issue) : 56-81

Stockard, J.G. (1997).Career development and job training.AMACOM, New York,

pp.205-206.

Tannenbaum, S. ( ). A Strategic View of Organizational Training & Learning,: In

Creating, Implementing, and Managing Effective Training and Development, (Ed
K.Kraiger),San Francisco: Jossey-Bass.20 (2):10-52.

Tessin, M. J. (1978). Once Again, Why Training. Training (February issue). p. 7

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