learning need & curriculumn development

8/10/2019 Learning Need & Curriculumn Development

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TNA & Course Design 04

IDENTIFICATION OF TRAINING NEEDS/TNA

The frst step in training is to determine that a need or training actually exists.An organization should commit its resources to a training activity only i the

training can be expected to achieve some organizational goal. denti yingtraining needs is then! a process that involves establishing areas "hereindividuals #employees$ lac% s%ill! %no"ledge! and ability in e ectivelyper orming the 'ob and also identi ying organizational constraints that arecreating roadbloc%s in the per ormance.

The analysis o training needs aims to defne the gap bet"een "hat is happeningand "hat should happen. This is "hat has to be flled by training.

What is Training Gap What should b

a$ Corporate and unctionalresults

b$ (no"ledge and )%illspossessed

c$ Actual per ormance o individual

a$ Corporate and unctionalstandards

b$ (no"ledge and )%ills re*uiredc$ Targets or standards o

per ormance

The gap may consist o the di erence bet"een+ ,o" the company or department "ithin it is per orming and ho" it

should per orm. -hat people %no" and "hat they should %no". -hat people actually do and "hat they should do.

e/hee and Thayer #0120$ have proposed a model o training needsidentifcation. t consists o three components+

Organi!ationalAnal"sis

An organizational analysis tries to ans"er the *uestion o where

the training emphasis should be placed in the company and"hat actors may a ect training. t involves a comprehensiveanalysis o organizational structure! ob'ectives! culture!processes o decision3ma%ing! uture ob'ectives! and so on. Theanalysis begins "ith an understanding o short3term and long3term goals o the organizations! as a "hole! and or eachdepartment specifcally. These "ould help to identi y "hatcapacities are needed to ulfll these goals. /enerally threere*uirements have to be considered.

Do "e have ade*uate number o people to ulfllorganizational ob'ectives4

Do these people possess re*uired s%ills and %no"ledge4 s the organizational environment conducive to acilitate

activities that "ould help achieve its goals4

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To do this! the ,5 pro essional should examine organizationalgoals and ob'ectives! personnel inventories! s%ills inventories!organizational climate and e6ciency indices! turnover and

absenteeism! rates o accidents! changes in systems orsubsystems #e.g.! e*uipment$! 78 or "or% planning systems!etc.

Tas#Anal"sis

A tas% analysis tries to ans"er the *uestion o what should betaught so the trainee can per orm the 'ob satis actorily. t is asystematic and detailed analysis o 'obs to identi y the type o behaviour re*uired o the 'obholder and the standards o per ormance that must be met to achieve the desired results.-hile tas% analysis is similar to 'ob analysis! it is employee

centered! not 'ob3centered! and is concerned "ith behaviorneeded on the 'ob and expected level o per ormance.9uestionnaire! intervie"s! personnel records! reports! tests!observation and other methods can be used to collectin ormation about 'obs in the organization.

$ rsonAnal"sis

an analysis attempts to ans"er the *uestion o who needstraining in the frm and the specifc type o training these peopleneed. To do this! the per ormance o individuals! groups! or unitson ma'or 'ob duties #ta%en rom the per ormance appraisal data$is compared to expected per ormance standards #as identifed inthe tas% analysis$. /iven these data! one should be able todetermine "hich 'ob incumbents #or groups o incumbents$ aresuccess ul at completing the tas% re*uired.

any companies use sel 3assessments in this process. :orexample! :ord determined the training needs based on a sel 3assessment *uestionnaire distributed to the sta . At themanagerial level! many organizations #e.g.! 7 ! :ederal;xpress! and the -orld 7an%$ use peers and subordinates to

provide per ormance in ormation about their managers. (night35idder uses competency? ratings rom customers!subordinates! peers! and their managers. At :ord! eachsupervisor is responsible or completing an individual trainingplan or each subordinate. The plan is developed 'ointly by thesupervisor and the subordinate. The t"o decide on the coursesthat should be ta%en and the time rame or completion. Thegoal is or each employee to reach a certain level o profciency

considered necessary or current and uture tas%s.

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T %hni&u s For D t r'ining Training N ds The American )ociety o Training Directors lists eleven techni*ues ordetermining training needs. They are+

a$ 8bservations@b$ anagement re*uests@c$ ntervie"s@d$ /roup con erences@e$ ob or activity analysis@

$ 9uestionnaire surveys@g$ Tests or examinations@h$ erit or per ormance ratings@i$ Bersonnel records@

'$ 7usiness and production reports@%$ ong3range organizational planning.

( n )ts o* N ds Ass ss' nt

Needs assessment helps diagnose the causes o per ormance defciency inemployees. Causes re*uire remedial actions. This being a generalized statement!there are certain specifc benefts o needs assessment. They are+

0$ Trainers may be in ormed about the broader needs o the training groupand their sponsoring organizations.

$ The sponsoring organizations are able to reduce the perception gapbet"een the participants and his or her boss about their needs andexpectations rom the training program.


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E Developing and se*uencing course materialsE )electing method o mediaE 5evie"ing the actions against the present ob'ective

Ro'i!o-s#i . 1 2 %alls it a thr phas pro% ssE ;stablishing procise and use ul ob'ectivesE Blanning viable routesE Testing them out in other "ords analysis! systhesis and evaluation

3"nton $ar # sa"s )5 st ps in %ours d signE Choice o strategyE 7rea%ing the training ob'ective into content and then matchng them "ithappropriate methods and eventsE )pecifcation o training methodsE Deciding on di erent pac%agesE )e*uencing

El 5 n stag s o* instru%tional s"st '/ %ours d sign

Stag 6 , 7ob/tas# anal"sis -hi%h in5ol5 sE ob descriptionE Tas% analysis

Stag 6 8, Anal"sis o* th r &uir d %o'p t n%i s

Stag 6 9, Anal"sis o* th targ t population

Stag 6 4, Anal"sis o* training n ds

Stag 6 :, D 5 lop' nt o* training ob; %ti5 s8b'ective should evolve three elements+E Description o specifc terminal behavior!E Ber orming standard to describe ho" the learner mostper ormance be occur!E mportant condition under "hich per ormance "ill be occur.

Stag 6 Fa%tor should b%onsid r d

E Training ob'ectivesE earning process

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E 5esource constraint

Stag 6 , S l %tion ' dia and 'at rials> Fa%tors to b %onsid r dE )urvey o all the available media and materialsE Training ob'ectivesE 5esource constraintsE )%ill o the acilitator

Stag 6 0, S &u n% and l sson plan> Guid lin s 'a" b*ollo- d,

E :rom general to specifcE nterest se*uencingE )%ill se*uencingE :re*uency se*uencing

a. Course planE Name o the course

E Need assessment processE Course durationE )uitable orFparticipants bac%groundE 8b'ectivesE ContentsE ethodsE aterials

b. odule Blan

C. esson BlanF)ession BlanE esson titleFTopics

E 8b'ectivesE TimeE ethodsE aterialsFAidsE /roup sizeE Bhysical settingE BrocessF)ession guide

Stag 6 , E5aluation and %ours i'pro5 ' ntE 5eactionsE earningE Ber ormanceE 8rganizational reuniteE :ormative Gs summativeE ;ternel Gs in ernal

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