Training Needs Analysis Approach

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Training & Development Needs Analysis

Training

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Overview

Models of Learning

 ± Reinforcement Theories

 ± Cybernetic & Infor mation Theories

 ± Cognitive Theories & Pr oblem Solving

 ± Experiential Learning Cycle

The µlearner¶ and the organisation¶ : transfer 

Model of Training Needs Analysis (TNA) :

individual and organisational levels of  analysis

Special training and development needs :

diver sity management

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Learning

Training and developmental activities are designed to

bring about changes in behaviour¶ 

 Arnold, Cooper & Robertson (1998)

Learning is µa relatively permanent change in behaviour 

that occurs as a result of practice or experience¶ 

Bass & Vaughan (1966)

How do we learn ? Psychological theories...

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Cybernetic & Information Theories

How infor mation is r eceived and monitor ed (µ¶human

ther mostats¶¶ - Stammer s & Patrick, 1975)

Po er Source Monitoring Process

(muscular action) (receipt of µcues¶ through

the senses)

Feedback 

Skills Analysis - what µcues¶ or µstimuli¶ an experienced 

worker is being guided by (e.g. typist : µhunt & peck¶)

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Cognitive Theories & roblem olving

Reflect the way in which we learn to 

r ecognise and def ine pr oblems or 

experiment to f ind solutions 

 ± trial & err or  ± deductive r easoning

 ± infor mation seeking

Kohler (1973) Theory of  µInsight Learning¶ or 

µDiscovery Learning¶ (e.g. Chimps, bananas and sticks or Archimedes µEur eka!!¶)

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Gagné¶s Hierarchy of Learning

8 major varieties of  learning, hierarchically r elated, each

building on ear lier , mor e simple abilities (which ther efor e 

act as pr er equisites for mor e complex abilities)

 ± Signal Learning (classical conditioning)

 ± Stimulus-Response Learning (operant conditioning)

 ± Chaining (connecting sequence of 2+ S-R units)

 ± Verbal Association (learning µverbal¶ chains)

 ± Discrimination Learning (differ ent r esponses to similar stimuli)

 ± Concept Learning (common r esponse to differ ent stimuli in gp) ± Rule Learning (a chain of 2 or mor e concepts I.e. if  µA¶ then µB¶)

 ± Pr  oblem Solving (r ecombining old r ules into new ones)

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Ex periential LearningKolb (1974) : µLearning Cycle¶

Concr ete

Testing experience Observations

implications of  & Reflections

concepts in new

situations For mation of 

abstract concepts 

& generalisations

Honey & Mumfor d (1986, 1992) : µLearning Styles¶

 ± activist : open-minded, actively involved, bor ed with

implementation

 ± r eflector : ponder experiences, cautious, µback-seat¶, µbigger 

pictur e¶

 ± theorist : adapt & integrate observations, vertical, logical, 

hierarchical

 ± pragmatist : try out new ideas to see if  they work in practice

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The µLearner-Organisation¶ Interaction (I)

Learner Motivation

 ± Otto & Glaser (1970) : taxonomy of  motivational f actor s in

learning : achievement motivation, anxiety, appr oval, 

curiosity, acquisitiveness 

Knowledge of r esults (feedback)

 ± for m of r einforcement

 ± Extrinsic KR

 ± Intrinsic KR

 ± Learning curves & plateau

 Attitude for mation & change

 ± pr  edispose learner s to action

 ± having µhar monious attitudes¶ (Festinger¶s concept of  

cognitive dissonance, 1957)

 ± gr  oup discussion, pr oviding new infor mation

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The µLearner-Organisation¶ Interaction (II)

 Age

 ± less brain cells, speeded per for mance declines

 ± short-ter m memory deteriorates (incr eased 

err or s in cognitively complex tasks)

 ± Welfor d (1962) older less able to cope with

large amounts of  infor mation and 

 ± vocab. and compr ehension incr ease 

(r easoning and numerical ability test scor es 

decr eased)

 ± Vernon (1960) rate of  decline slowest inoriginally high scor er s.

 ± Stimulation

 ± Education & Training offset decline in

abilities

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Transfer 

Training transfer occur s when new learning is used in new settings beyond those employed for training

purposes¶ (Arnold, Cooper & Robertson, 1998)

Positive Learning Transfer 

 ± µwhen learning that has alr eady taken place on one task

assists later learning on another¶

 ± vertical positive transfer : one subject acts as a basis for 

another (e.g. maths to statistics)

 ± lateral positive transfer : occur s when the same type of  

stimulus r equir es the same r esponse (e.g. flight simulator s)

 ± N.B. µOn-¶ vs µOff -the-job¶ Training

Negative Transfer 

 ± µwhen an old learning or past experience can hinder 

per for mance on a new task; when the same stimuli r equir es 

a differ ent r esponse¶ (e.g. driving on right hand side)

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Factors that assist Transfer Individual

Under standing of general principles ± f acilitated by discovery learning; issue of physical 

and psychological µf idelity¶

Over learning

 ± practising beyond the level of  minimum competence

 Association

 ± getting the trainee to associate new learning with

other , pr evious, learning.Organisational

Supportive cultur e ?

Congr uent nor ms/values/attitudes

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Goldstein (1986, 1991, 1993)

odel of Training Needs Analysis

Stage OneEstablish organisation¶s commitment and support

Stage TwoOrganisational Analysis

Stage ThreeRequir ement Analysis

Stage Four µNeeds Assessment¶ - Task & KSA analysis of  training needs

Stage Five

µPer son Analysis¶

Stage Six Collate data to input to, and design of, training envir onment

and training evaluation

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Stage One : Establishing Organisational

C

ommitment andS

upportIdentif y whose co-operation is needed, i.e. 

management, worker s, clients, other stakeholder s. 

µPr o ject Parameter s¶ : rationale of appr oach(es), time 

needed, number s of people involved, admin. (&other) support needed.

Glaser & Taylor (1973)

 ± collaborative appr oach

 ± highly motivated, µteam-like¶ inter f ace

 ± ear ly and active contacts between parties

Goldstein (1993) advocates a µliaison team¶

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Stage Two : Organisational Analysis

of Training Needs

Central Issue = µhow well is the organisation doing?¶

N.B. Organisation does not have to be underper for ming

to need development Importance of  the µtransfer¶ climate : system-wide 

f actor s that may support/under mine training

Goldstein (1993) : 4 stages of OA

 ± Spe

cif y training g

oa

ls(3 typ

es)

 ± Deter mine training climate

 ± Identif y legal constraints (vertical and horizontal)

 ± Deter mine r esources available

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Stage Three : R equirement Analysis

Goldstein (1993) : 6 stages

deter mine target job to be assessed

identif y how needs assessment data best collected

 ± interviews, observations, surveys, tests, r ecor ds, SME¶s, 

focus gr oups, work samples, etc.

deter mine who is going to pr ovide necessary info

ascertain key points of contact and their 

r esponsibilities anticipate pr oblems and diff iculties

develop a TNA pr otocol

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Stage Four : Needs Assessment

Task Analysis

TA for TNA should pr ovide a job specif ication(KSA¶s/competencies r equir ed). Training spec. 

derived f r om differ ence between employees¶ curr ent

and ideal levels

Reid & Barrington (1997) : 3 main TNA TA

appr oaches (task identif ication & task elementanalysis)

 ± Compr ehensive Appr oach

 ± Key Task Analysis

 ± Pr  oblem-Centr ed Appr oach Task f idelity (physical and psychological)

 ± e.g. stages and µkey points analysis¶, manual skills analysis, 

 job learning analysis, f aults analysis, benchmarking, Critical 

Incidents Technique.

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Stage Five : erson Analysis

Who in the organisation needs training

What kind of training is needed

KSA def icits - must have suitable per for mance 

criteria ± per for mance appraisal ratings

 ± 360-feedback ratings

 ± KSA¶s of new r ecr uits

 ± Development Centr e ratings

 ± self -assessments

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S pecial Training Needs

Retraining

 ± learning how to learn

 ± the ageing workforce

Managing Diver sity ± cr  oss-cultural training (incr easing globalisation, multi-cultural 

societies)

 ± Equal Opportunities legislation

Training the Unemployed

 ± long-ter m unemployed (mor e than 27 weeks continuously)

 ± causes of  long-ter m unemployment (physical, psychological 

& envir onmental  f actor s)