INTRODUCTION

Training means a systematic process of changing knowledge, skill, behavior and motivation of employees to improve their performance on the job as per the goals and objectives of the organization. It also assists the employers and their employees in establishing and maintaining employment. Systematic Approach to Training Need Analysis is the fundamental for an effective Training System but unfortunately, in practice, it is an often neglected part of the training process. This paper exhibits the process of Training Need Identification being adopted by the Manufacturing Organizations and also proposes the ideal model of Training Need Identification process which will be more practical to implement by the organizations in line with the business objectives keeping the Training Effectiveness Evaluation exercise also into consideration. Training is a systematic learning process that involves the acquisition and changing of knowledge, skill, behavior concepts, rules, attitudes, and motivation of the employees to enhance their performance on the job as per the business goals and objectives of the organization. Training is about knowing where employees stand (no matter how good or bad the current situation looks) at present, and where they will be after some point of time. It is all about the acquisition of knowledge, skills, and abilities (KSA) through professional development. Today most organizations operate in a business environment where uncertainty, risk and complexity in the external environment have become a fact of life. Pressure of international competition and market globalization are forcing Indian Organizations to match global standards. Whatever their structure or business strategy, organizations are realizing that it is the performance of their human assets that can make a difference between success and failure. With increased emphasis on technology, quality and service we are moving away from a mechanized workforce to an intellectual one and thus need competent and self-directed employees to assume responsibility as per the changing demands of the work situation. The international business standards and contemporary business environment are urging for changes in operation of the business and expect every business organization to face the challenges to sustain themselves in the business. Needless to say, a dramatic change requires accepting new values, behave differently, learn new skill and competencies and often take more risks. Such a transformation is possible only through an effective training and development programmed. Training and development activities are the only effective mechanism through which the business excellence an be achieved undoubtedly, irrespective of the business uncertainties and speculations. Objectives of Training Need identification The principal objective of training Need identification division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives-To help the employees in achieving their personal goals which in turn enhances the individual contribution to an organization. Organizational ObjectivesTo assist the organization with its primary objective to adopt a major new strategy, create a new product or service, undergo a large scale change programmed or develop significant new relationships by having joint venture with other business houses. Functional ObjectivesTo maintain the departments contribution at a level suitable to organizations needs. Societal ObjectivesTo ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

IMPORTANCE OF TRAINING NEED IDENTIFICATION

Training Need Identification helps 1. In optimizing the utilization of human resource 2. to provide an opportunity for the development of human resources 3. In increasing the job knowledge and skills of employees 4. In increasing the productivity of the employees 5. In inculcating the sense of team work, team spirit, 6. In improving the health and safety of the employees in the organization. 7. In improving the morale of the work force. 8. In effective decision making and problem solving. It helps in understanding and carrying out organizational policies.

Suggestions for Improvement

1.

Data Gathering : Basis for identifying training need to be supported with some critical incidents at work place, non performance or sub standard performance of the employee or group and gap between the expected and actual result on a particular job. These details can be obtained by accessing the certain data or discussing with the Manager or the Supervisor of the employee. The employee may also assessed by discussing with him or administering a test to the employee on the subject matter to assess his knowledge level. HR department should facilitate this exercise.

2.

Module Design: Post assessing the need, HR department has to design a module defining the purpose of the need, proposed nature of intervention or methodology, target group, resource person and the deliverables.

3.

Defining the deliverables and methodology to measure the deliverables are very critical while identifying the need. In other words, without this step training need identification for an employee shall not arise.

4.

Training Need Validation : After identifying the list of training needs, the same to be tabulated and discussed with the Core Committee of the Organization comprising all the functional heads who are one level above the departmental heads. During this exercise, the relevance of each training need with the forthcoming financial year and the business requirement to be validated. Before taking up this exercise to this committee, HR should have the complete Cost data for each training need identified by the departmental heads.

5.

Training Need Prioritization: The training needs to be categorized as high impact and low impact and also the training needs involve with high cost and low cost. In order to prioritize the training needs, a priority grid to be prepared as shown in Fig 1:

The deliverables of the training needs which may likely to create High Impact on the business with Low Cost to be given first priority and all such training to be grouped in Priority 1 Grid. (High Impact Low Cost).

The training needs with High Impact and High Cost to be grouped in Priority Grid 2 and the training needs (Low Impact Low Cost) to be grouped in Priority Grid 3. The training needs with Low Impact and High Cost should not be entertained

. 8 Identifying Appropriate Trainer: Post prioritizing the needs, HR department should identify the appropriate trainer or faculty for each training need. The success of any training depends on identifying the right trainer. To identify appropriate trainer, HR should follow very stringent process by administering the Vendor Enquiry Form wherein the Trainer has to furnish three references where the HR can conduct the reference check about trainer regarding the capabilities of the trainer on designing the Course Content, Presentation and ability to connect with the trainees effectively. Each criteria should carry minimum and maximum score and based on the reference check conducted by HR department, the trainer who has got average and above score may be called personal discussion to validate the data obtained through the reference check. If the HR department is satisfied with the trainer, he can be empanelled as a trainer for the particular need. Course Content: After empanelling the trainer, HR should share the requirements, data and the deliverables expected out of the training need to the trainer and advise him to design the course content. The course content should broadly cover the conceptual orientation with pre training exercise sheets, exercise to be done during the course of training, action plan for the trainee post training and evaluation sheet for the Departmental Head and HR Department.

10

Pre Profiling: Before the employee is nominated for the training, the course content to be provided to him and he will be required to carryout the pre training exercise. Post completion of the exercise, his Departmental Head and HR Department should jointly facilitate the employee by sharing the content of the programmed, objective of identifying the said training need and nominating him for the programmed, key learning expected from him and the action plan to translate the learning into action in the workplace

Functional Skill Requirement Sample Skill Importanc e 5 5 4 4 5 4 5 5 3 4 4 Proficienc Current y Required Proficiency 5 5 4 5 4 5 5 5 4 4 4 4 4 3 4 3 3 3 4 3 3 3 Average Importance 4.7 5 3.3 4 4.3 4 4 4.7 3 4 4 TNA Index

Knowledge of company policies Application of company policies Knowledge of industry standards SAP Proficiency Knowledge of SAP Information gathering w.r.t. employee needs Change communication Domain knowledge General Awareness Assimilation of training information Application of training in work Weighted Proficiency Gap Index Gap % In order of need of training Skill

1.6 1.7 1.1 1.3 1.4 2.7 2.7 1.6 1 1.3 1.3

1.19 29.69%

TNA Index

Information gathering w.r.t. employee needs Change communication Application of company policies Knowledge of company policies Domain knowledge Knowledge of SAP SAP Proficiency Assimilation of training information Application of training in work Knowledge of industry standards General Awareness

2.7 2.7 1.7 1.6 1.6 1.4 1.3 1.3 1.3 1.1 1

Functional Skill Requirement Sample Skill Importanc e Proficienc y Required 5 5 4 5 4 5 Current Proficiency Average Importance TNA Index

Knowledge of company policies Application of company policies Knowledge of industry standards SAP Proficiency Knowledge of SAP Information gathering w.r.t. employee needs Change communication Domain knowledge General Awareness Assimilation of training information Application of training in work Weighted Proficiency Gap Index Gap % In order of need of training

5 5 4 4 5 4

4 4 3 4 3 3

4.7 5 3.3 4 4.3 4

1.6 1.7 1.1 1.3 1.4 2.7

5 5 3 4 4

5 5 4 4 4

3 4 3 3 3

4 4.7 3 4 4

2.7 1.6 1 1.3 1.3

1.19 29.69%

TRAINING NEED IDENTIFICATION FORMAT (To be identified by the Reporting Officer) Employees Name : Designation : Dept : Location : I propose the following Training and Development for the year________ (Attach sheet if necessary):

Functional /Technical
Proposed Area/Subject of Development 1. 2. 3. Name of the Reporting Officer : Criticality (1/2/3) By When (Specify the Quarter)

Behavioral
Proposed Area/Subject of Development 1. 2. 3. Criticality (1/2/3) By When (Specify the Quarter)

_______________________ _________________________ Signature Date : ________________ ________________ Explanation: CRITICALITY: 1. 2. 3. High Criticality, required at the earliest for performing on the job. Medium Criticality would help in better performance, not immediate. Good to know.

Employees Signature Date :

Note: Please note that 1 (High Criticality) may not be given to more then 1 per year Functional/Technical Training: These are the training inputs essential for effectively performing the roles and responsibilities of a Job as per KRA. These may also be inputs for learning new skills required for new responsibilities. e.g.: SAP, CAD/CAM, Total Station, Tally, Customer Relationship Management, etc. Behavioral Training: These are the training inputs required for the enhancement of soft-skills and continuously achieve Personal Development.

Techniques For The Identification Of Training Needs

There are many approaches to the identification of training needs, some of which are described here. Unfortunately, waving a magic wand isnt one of them! They all involve hard work and the adoption of an analytical and diagnostic approach o try to determine what it required prefer the term training needs analysis (TNA) to identification of training needs (ITN), but its the same thing. As mentioned in the previous chapter, many people in the training profession prefer to use the term learning needs rather than training needs because it seems to be more inclusive of the wide range of learning methods that exist, and because it is less trainer-center whatever like bearing in mind the possible reactions from the people affected.

JOB AND TASK ANALYSIS

There are many reasons analyzing jobs and tasks. One common reason provide a basis or job evaluation; another is to be precise about requirements in a selection situation. There are also many different systems of analysis. Some seem to generate a multitude of documents; others use highly involved and sophisticated methodology. In their book Job Analysis, describe 18 different analytical techniques. The process described below is a simple and traditional approach.

Job analysis
The term job analysis to describe the level of analysis which takes us to the stage of writing a job description. This is a collection of statements regarding the functions performed in a job grouped in a way which helps a reader to get the big picture of what is involved. The most widely used methods of gathering information to prepare a job description are: interviewing the job-holder interviewing the boss of the job-holder Direct observation Asking the job-holder to keep a record of what is done (time-sheet or diary). Whichever method or combination of methods is used, the aim is to provide a descriptive document which clarifies understanding of the functions performed in the job. To further aid understanding, certain key facts are usually inserted at the front of the description. The format and contents of the front section will vary from one organization to another, but may typically comprise: Job title The official title as noted on employment (Personnel) records. Take care to avoid any terms which imply sex discrimination (e.g. tea lady, repairman).

Reports to The position which has line responsibility for the job being described. Responsible for A list of any subordinates. Purpose A short,often single-sentence, description of the main objective of the job.

Location Relevant information regarding site or department. General Any other relevant information. Other commonly included pieces of information relate to pay grade, hours of work, and working conditions. These are not particularly useful from the trainers viewpoint, but may be required for other purposes The job description then proceeds to list what is done in the job. There is some confusion in the terminology used in job analysis, I find the use of the term responsibility unhelpful, and prefer to use the term duty for a chunk of work described at this level. Later on, a duty may be broken down into smaller tasks. Note that in the (very simple) example below several activities have been clustered together under relevant headings.

EXAMPLE JOB DESCRIPTION: TELEPHONIST Reports to: the Administration Manager Responsible or: no
subordinates Purpose: to provide a prompt, efficient and courteous telephone service or a Regional Operating Centre Location: Main Building, Northern ROC General: the post-holder is one of two operating a modern switchboard serving 340 extensions Receiving calls Answers incoming calls promptly and Courteously. Ascertains the nature of the call and directs it to the most appropriate person. Takes messages accurately when required Outgoing calls Places calls or senior staff, and may assist other staff with difficult or overseas calls Dealing with emergencies Implements set procedures to deal with fire or other incidents Operating fax machine Sends and receives messages by fax Other duties: Assists with various office duties from time to time, including covering on reception Once a job description has been completed, we can then proceed to analyses the components of the job further. This is done by clarifying in more detail the stages involved in each operation through task analysis. .

Task analysis
Many training situations do not require the in-depth breakdown of tasks into small component parts. However, some complex tasks must be painstakingly analyzed in order that an accurate and detailed picture is created which will form the basis of a training manual or programmer. One of the consequences of the widespread use of Information Technology is that many people have to learn to find their way around software packages. These are becoming increasingly large and versatile, and whereas some people cope well by trial and error and using the manual, many others get stuck and give up. Even those who cope well may remain

Writing up
At the end of the centre assessors should discuss their observations as a group, taking into account all views. Often, someone will have seen something that the appointed assessor missed, or will put a different interpretation on it. Final decisions should be made on a consensual basis. It is important that the instances of behaviors that were used as the basis for the assessment are recorded. You may need to justify your feedback to a participant: You were aggressive is judgmental. You talked over Clive when he tried to explain his view, and told Marie that she was an idiot is a statement of observed behavior. Non-verbal behaviors (e.g. head in hands, arms folded, laughing) can also be recorded and feedback. If too many competencies are being considered at any one time, assessors get confused. When he said that, was it customer focus or concern for accuracy? It is best to limit the number of competencies in any one exercise to three or four.

Feedback
All participants should have access to feedback Anything you say must be substantiated with examples. Feedback about psychometric test results should be given by a qualified person. Feedback is best given face-to-face. Feedback from development centers is all-important. It can develop into an indepth discussion about what actions the individual can take to address his or her development needs, and can become a career counseling exercise. In some instances you may want to ask the individual to make notes and to write up the feedback so that you can be certain he or she has taken it in correctly. The assessors become coaches and advisers, helping individuals to draw conclusions and think through implications. The individual may also write a report and agree it with his or her manager.

CRITICAL INCIDENT TECHNIQUE

Critical incident technique (CIT) was developed by John Flanagan, an American psychologist, during World War II. He wanted to know why errors were being made in bombing missions over Germany, and to improve flight-crew training. The underlying basis for CIT is that most jobs contain a lot of padding routine operations that dont matter that much. The things that distinguish someone who is particularly good in the job from someone who is average or poor are what they do in situations which may be fairly rare, but which are important in terms of outcome critical incidents. People tend to talk about work in generalities. Asked what makes a good bar manager, they may talk about needing a good sense of humor good judgment, and a customer-focused attitude. This maybe true, but how do we train these qualities? Using CIT we ask (for example): Give me an example of when having good judgment was important. The person may then describe an incident involving a group of people who entered the bar but looked under-age, and tell how he or she politely asked them to leave. This can then produce a list of critical behaviors which can be taught to someone to ensure that they can cope in a similar situation. Of course, a whole range of incidents may be described which required good judgment, a good sense of humor and customer focus .It is important to get as wide a range of incidents as possible, preferably from a number of people, so that the