• 1. T R A I N I N GA N DD E V E L O P M E N T Susana J. Eslava 8.1 Training Needs Analysis 8.2 Preparing Training Program Curriculum
  • 2.
    • - A planned effort by a company to facilitate employees’ learning of job-related competencies.
    Training Defined:
  • 3.
    • Improve employee skills
    • Attract, motivate, and retain talented employees
    • Allows any organization to gain a competitive advantage
    • For better financial performance
    Rationale of Training
  • 4. Training: must beStrategic Business Strategy Strategic Training and Development Initiatives Training and Development Activities Metrics that show Value of Training
    • Customer oriented
    • Diversify the learning portfolio
    • Improve customer service
    • Accelerate the pace of employee learning
    • Capture and Share knowledge
    • Use web-based training
    • Increase amount of customer service training
    • Make development planning mandatory
    • Develop a place for knowledge sharing
    • Learning
    • Performance improvement
    • Reduced customer complaints
    • Customer loyalty
    • Employee engagement
    • Reduced Turnover
  • 5. Training: must besystematic Conduct Needs Assessment Ensure Employee Readiness for Training Create a Learning Environment Develop an Evaluation Plan Select Training Method Monitor and Evaluate the Program Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
  • 6. 8.1 Training Needs Analysis (TNA)
  • 7.
    • -systematic method for determining what caused performance to be less than expected.
    TNA Defined
  • 8. What triggers TNA? AP <EP = PG
  • 9. TNA Framework PerformanceGap Organizational Analysis Operational Analysis Person Analysis Identify performance discrepancy and its causes Training Needs Non-Training Needs
  • 10.
    • Organizational Analysis
    • Mission and Strategies
    • Resources
    • Internal Environment
    TNA: Input
  • 11.
    • Operational Analysis
    • Define the job
    • Determine where to collect information
    • Identify the method to use
    • Gather and analyze data
    TNA: Input
  • 12.
    • Person Analysis
    • Performance Appraisals
    • Self-ratings
    • Tests
    TNA: Input
  • 13. TNA :What caused the Gaps? Performance Gap KSA Deficiency Reward/ Punishment Incongruence Inadequate Feedback Obstacles in the System
  • 14.
    • Training Needs
    • - Performance gaps that resulted from the lack of KSAs and which training is necessary.
    TNA : Output
  • 15.
    • Non-Training Needs (without KSA deficiency)
    • Reward/Punishment Incongruencies
    • Inadequate Feedback
    • Obstacles in the System
    TNA : Output
  • 16. 8.2 Preparing a TrainingProgram Curriculum
  • 17.
    • 1. Determine the training objectives
    • 2. Consider the demographics
    • 3. Design of training program – training approaches
    Preparing a Training Program
  • 18.
    • Terminal Objective
    • Astatement that describes:
    • What the participants will beable to doas aresultof the training
    • What theexpected outputshall be at the end of the training
    Writing Training Objectives
  • 19.
    • States what the trainer should be doing or what he wants vs. what the learner needs or should be able to do.
    Common pitfalls in writing Terminal Objectives
  • 20. POOR: In this course, the trainees will be taught how to use Microsoft Excel. BETTER: As a result of this seminar, participants can use Microsoft Excel in preparation of standard reports.
  • 21.
    • It describes the subject matter to be taught.
    Common pitfalls in writing Terminal Objectives
  • 22. POOR: As a result of the program, participants will understand the legal considerations in long-term lending. BETTER: As a result of this program, participants will be able to screen out loan applications that do not meet the legal and governmental requirements.
  • 23. Common pitfalls in writing Terminal Objectives
  • 24. POOR: The objective of this course is to discuss common problems encountered in dealing with customers. BETTER: As a result of this program, sales and service personnel will be able to handle customer complaintsaccording to the company’s code of professional salesmanship .
  • 25. Common pitfalls in writing Terminal Objectives Promises too much .
  • 26. POOR: As a result of this program, participants will become excellent communicators. BETTER: As a result of this program, participants will be able to make concise and systematic oral presentations.
  • 27. Determine The Demographics
    • How many people?
    • What is the age range?
    • What is the preferred learning style?
    • What is the level of the learners?
    • Where is the location of the learners?
  • 28. Learning Styles/Methods of Training
        • Reading Assignments
        • Lecture
        • Demonstrations
        • Oral Presentations
        • Audio Visual Presentations
        • Brainstorming
        • Group Discussion
        • Problem-solving Workshop
        • Case Study
        • Role Playing
        • Simulations
        • Field Trips
        • On the Job Training
        • Unstructured Group Interactions
  • 29. Design of the Training Program
    • Terminal Objective
    • Content
    • Methodologies
    • 4.Time, Materials, Others
  • 30.
    • Course Title: Conducting an Effective Performance Feedback Session
    • Lesson Title: Using the problem-solving style in the feedback interview
    • Lesson length: Full day
    • Learning objectives:
    • Define the eight key behaviors used in the problem-solving style of giving appraisal feedback without error
    • Demonstrate the eight key behaviors in an appraisal feedback role play without error
    • Target Audience: Managers
    • Pre-requisites:
    • Trainee: None
    • Instructor: Familiarity with the tell-and-sell, tell-and-listen, and problem-solving approaches used in performance appraisal feedback interviews
    • Room Arrangement: Fan Type
    • Materials and Equipment Needed: VCR, over-head projector, pens, transparencies, VCR tape titled “Performance Appraisal Interviews,” role-play exercises
  • 31.  
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    Training Needs Analysis

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    Training needs analysis depicts the systematic process of conducting a training needs analysis in the organization.
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    • 1. T R A I N I N GA N DD E V E L O P M E N T Susana J. Eslava 8.1 Training Needs Analysis 8.2 Preparing Training Program Curriculum
  • 2.
    • - A planned effort by a company to facilitate employees’ learning of job-related competencies.
    Training Defined:
  • 3.
    • Improve employee skills
    • Attract, motivate, and retain talented employees
    • Allows any organization to gain a competitive advantage
    • For better financial performance
    Rationale of Training
  • 4. Training: must beStrategic Business Strategy Strategic Training and Development Initiatives Training and Development Activities Metrics that show Value of Training
    • Customer oriented
    • Diversify the learning portfolio
    • Improve customer service
    • Accelerate the pace of employee learning
    • Capture and Share knowledge
    • Use web-based training
    • Increase amount of customer service training
    • Make development planning mandatory
    • Develop a place for knowledge sharing
    • Learning
    • Performance improvement
    • Reduced customer complaints
    • Customer loyalty
    • Employee engagement
    • Reduced Turnover
  • 5. Training: must besystematic Conduct Needs Assessment Ensure Employee Readiness for Training Create a Learning Environment Develop an Evaluation Plan Select Training Method Monitor and Evaluate the Program Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
  • 6. 8.1 Training Needs Analysis (TNA)
  • 7.
    • -systematic method for determining what caused performance to be less than expected.
    TNA Defined
  • 8. What triggers TNA? AP <EP = PG
  • 9. TNA Framework PerformanceGap Organizational Analysis Operational Analysis Person Analysis Identify performance discrepancy and its causes Training Needs Non-Training Needs
  • 10.
    • Organizational Analysis
    • Mission and Strategies
    • Resources
    • Internal Environment
    TNA: Input
  • 11.
    • Operational Analysis
    • Define the job
    • Determine where to collect information
    • Identify the method to use
    • Gather and analyze data
    TNA: Input
  • 12.
    • Person Analysis
    • Performance Appraisals
    • Self-ratings
    • Tests
    TNA: Input
  • 13. TNA :What caused the Gaps? Performance Gap KSA Deficiency Reward/ Punishment Incongruence Inadequate Feedback Obstacles in the System
  • 14.
    • Training Needs
    • - Performance gaps that resulted from the lack of KSAs and which training is necessary.
    TNA : Output
  • 15.
    • Non-Training Needs (without KSA deficiency)
    • Reward/Punishment Incongruencies
    • Inadequate Feedback
    • Obstacles in the System
    TNA : Output
  • 16. 8.2 Preparing a TrainingProgram Curriculum
  • 17.
    • 1. Determine the training objectives
    • 2. Consider the demographics
    • 3. Design of training program – training approaches
    Preparing a Training Program
  • 18.
    • Terminal Objective
    • Astatement that describes:
    • What the participants will beable to doas aresultof the training
    • What theexpected outputshall be at the end of the training
    Writing Training Objectives
  • 19.
    • States what the trainer should be doing or what he wants vs. what the learner needs or should be able to do.
    Common pitfalls in writing Terminal Objectives
  • 20. POOR: In this course, the trainees will be taught how to use Microsoft Excel. BETTER: As a result of this seminar, participants can use Microsoft Excel in preparation of standard reports.
  • 21.
    • It describes the subject matter to be taught.
    Common pitfalls in writing Terminal Objectives
  • 22. POOR: As a result of the program, participants will understand the legal considerations in long-term lending. BETTER: As a result of this program, participants will be able to screen out loan applications that do not meet the legal and governmental requirements.
  • 23. Common pitfalls in writing Terminal Objectives
  • 24. POOR: The objective of this course is to discuss common problems encountered in dealing with customers. BETTER: As a result of this program, sales and service personnel will be able to handle customer complaintsaccording to the company’s code of professional salesmanship .
  • 25. Common pitfalls in writing Terminal Objectives Promises too much .
  • 26. POOR: As a result of this program, participants will become excellent communicators. BETTER: As a result of this program, participants will be able to make concise and systematic oral presentations.
  • 27. Determine The Demographics
    • How many people?
    • What is the age range?
    • What is the preferred learning style?
    • What is the level of the learners?
    • Where is the location of the learners?
  • 28. Learning Styles/Methods of Training
        • Reading Assignments
        • Lecture
        • Demonstrations
        • Oral Presentations
        • Audio Visual Presentations
        • Brainstorming
        • Group Discussion
        • Problem-solving Workshop
        • Case Study
        • Role Playing
        • Simulations
        • Field Trips
        • On the Job Training
        • Unstructured Group Interactions
  • 29. Design of the Training Program
    • Terminal Objective
    • Content
    • Methodologies
    • 4.Time, Materials, Others
  • 30.
    • Course Title: Conducting an Effective Performance Feedback Session
    • Lesson Title: Using the problem-solving style in the feedback interview
    • Lesson length: Full day
    • Learning objectives:
    • Define the eight key behaviors used in the problem-solving style of giving appraisal feedback without error
    • Demonstrate the eight key behaviors in an appraisal feedback role play without error
    • Target Audience: Managers
    • Pre-requisites:
    • Trainee: None
    • Instructor: Familiarity with the tell-and-sell, tell-and-listen, and problem-solving approaches used in performance appraisal feedback interviews
    • Room Arrangement: Fan Type
    • Materials and Equipment Needed: VCR, over-head projector, pens, transparencies, VCR tape titled “Performance Appraisal Interviews,” role-play exercises
  • 31.  
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