The Need for Training for Employees - Essay Example

Training Needs Analysis and Evaluation Introduction The first step toward ensuring that critical health and vitality is the development of a long-range human resources (HR) plan. This process should be conducted in conjunction with cooperative strategic planning. As a part of that planning, the organisation must structurally analyse its people, its jobs and its future goals. Ideally, the management of the organisation can determine with such as analysis, what its present needs are, and what it will need in the future to accomplish strategic objectives (Bassi, L J. & Van Buren, M. E. 2001). We can consider the development of our employees on many levels. We can ask what they want; how we can help them reach their individual and professional goals; what we can help them achieve beyond promotions and salary increases; and how we can work as a unit toward common goals. This may involve looking beyond the office and into the community. The complete human resources plan should address such issues as employee growth and development, hiring and promotion practices, legal considerations, as well as specific employee placement plans (Moore, M L. 2001, 532-545). The training component should address immediate and long-range goals, behaviours and skills. However, just as a doctor cant treat a patient until she has determined what is wrong and what is needed, the cooperative management cannot begin to "fix" our training problems until it has conducted a needs assessment. There are many ways to approach such a process. The following is a simplified set of suggested steps to take when conducting a training needs analysis. Of course, the cooperative management may want to use these suggestions as a foundation, building on these ideas by applying its own system philosophy and culture to the process (Bee, F. and Bee, R 1994). Organisational Meeting It is a good idea to have representatives from within various strata in the organisation meet with those who are responsible for the analysis to discuss the goals and procedures, and to get input about various types of existing jobs. It is important at this step to be open about the outcome, avoiding preconceived notions about the expected results. These representatives may also be needed to take part in the observation and assessment phases of the analysis. This group may serve as an advisory committee throughout the process (Rossett, A 2002). Position Review Assuming this is a broad analysis, covering all positions, each job should be identified, and information should be gathered for each, such as the position description and any job postings or advertisements for that position. Personnel Review Based on the information gathered in the position review, employees may be given a performance evaluation, where they are asked to rate how well they perform each specific task or activity, from "well" to "with great difficulty." In some instances, it may also be appropriate to administer tests to rate job skill performance. This kind of information will give the analysis team a set of specific skills which should be addressed in a progressive training program for each position. Employees may be issued a questionnaire regarding their training needs and expectations. As obvious as it may seem, we sometimes overlook asking the employee, "What do you need to better perform your job?" It is also important to understand expectations so that they may be addressed realistically by supervisors as they discuss performance goals (Moseley, 2004, 60-79). Training & Development Assessment A thorough assessment will include an analysis of the training needs as well as the development needs over the next few years. Training needs should be based on immediate needs for changes in behaviour. The long-range development goals should be based on the acquisition of knowledge and skills to be used in the present as well as in the future. Development looks down the road, and addresses helping people meet challenges, create change and ensure the health of the organisation. Development plans may include promoting formal education, professional certification and community involvement (Sleezer, C M. 2003, 247-264). Establishing a training plan can be accomplished through an analysis of all the information gathered in the position and personnel reviews. Management may ask the advisory committee to submit a list of training recommendations which it could consider along with budgeting and strategic planning considerations(Buckley, R. and Caple, J., p17-101). The outcome of this process may prove greater than just the formulation of a training plan. Other environmental, communication, or supervisory issues may come to light. Management may want to deal with these issues separately, but quickly, for they might affect the overall effectiveness of the training program. The purpose of this paper is to report on the methodology developed and the pilot implementation. While this situation may seem like a very unique one, the need for performance-focused training needs assessment on a large scale may not be. No doubt, the training industry is in the middle of an alteration from focusing on learning to emphasising erudition for performance. At a smallest amount, the majority trainers are being pushed to performance-based training (Peterson, 1998). As a consequence, lots of organisations by customary course delivery HRD departments may require a large-scale appraisal methodology to initiate a performance-driven training strategy. The requirements assessment literature does not report such methodologies. Needs Assessment Literature This section is a concise appraisal of key scholarly literature on needs appraisal. It ought to be noted that the literature on training needs assessment is not a predominantly profound scholarly literature, although numerous case studies are documented. In fact, McGehee and Thayers three level formation of needs appraisal is still a core structure for needs assessment, in spite of the detail that it was published in 1961. They sight training needs evaluation as consisting of three levels of analysis: organisation analysis, operations analysis, and man analysis. Nowadays, operations analysis is further usually known as task or work analysis and man analysis is frequently referred to as entity or person analysis. As Moore and Dutton showed, these three levels of analysis in turn make use of lots of dissimilar types of data collection strategies. Usually, the mainly effectual needs assessments address all three levels of analysis (Hebert, G R., 2000, 253-270). Perhaps the furthermost development has been the growth of performance analysis frameworks that make bigger the training needs assessment models to integrate the main elements of the entire performance system. What every performance analysis models have in ordinary is that they aim to get better performance, and to recognise training as well as non-training interventions. Though, even those only concerned in training needs appraisal are well-advised to discover these models since they offer the finest approach to making sure that training is the appropriate solution (Peterson, 1998). Methodology Design One conclusion from the literature discussed above is that there is no single model of needs assessment that can be applied in every situation. Rather, the literature might be characterised as consisting of sets of strategy, principles, and tools. Obviously absent from the literature is any conversation of how to approach a large-scale needs appraisal such as the one explain here (Kaufmann, R & Gavora, M. J. 2003, 87-98). No doubt, customarily, "felt-needs" methodologies, which ask employees to just list or rank desired training courses, have been used to review needs of large numbers of employees rapidly and to comprise as lots of employees as possible. Unluckily, this approach typically has only smallest achievement in humanising performance and is not reliable by performance-based training principles since employees frequently report training "wants" rather than factual needs. As such an approach can be effectual at boosting morale; it is hard to link such strategies to job result. Effective performance connected needs assessments effect from multi-level, multi-dimensional strategies. Traditional training needs assessment methodologies such as job analysis, task analysis or person analysis are similarly ill-suited for large-scale application. The methodologies appear to tacitly assume that assessment is being conducted within a limited domain of jobs or individuals, or that assessors have enough time to conduct needs assessments through multiple stages. Generally, performance analysis is regarded as the most preferred methodology, but was impractical given the large scope of project. Without meaning to, the literature presents almost an impossible bind for organisations wishing to enhance their training through performance-based needs assessment. The intensive methodologies work very well, but they cannot be quickly implemented in a large organisation without the availability of huge resources. In this case, the state government simply did not have the resources or the time to conduct intensive performance analysis for all state offices. With 72,000 employees spread throughout the state in huge array of job categories, it would have literally taken years and millions of dollars to conduct intensive performance analysis. Yet, there was a strong desire to begin the journey to performance-based training and to identify the primary programs that should be initiated (Holton, E. F. 2005). Methodology No doubt, the methodology developed for this project was called large-scale performance-driven training needs appraisal. As a result, the process consisted of two phases; 1) strategic needs assessment and 2) employee-perceived presentation development throughout training. Phase 1, the strategic needs appraisal, was a top-down future oriented approach whereby key organisational objectives were identified and examine in-depth to determine suitable training interventions to support objective achievement. For high precedence strategic goals, the mainly advanced performance analysis possible was conducted. Multiple data collection strategies were often used. Phase 2, the employee-perceived performance development opportunities phase, was a bottom-up policy designed to engage all employees and to recognise key "maintenance" type training needs. This grouping has also been labelled the "rolling up" and "rolling down" approaches, which are chiefly helpful when combined as in this methodology (Sleezer, C. M. 2001, 355-372). Phase 1 - Strategic Performance Improvement Process The primary phase of the procedure was designed to recognise and focus on the mainly significant strategic goals for the organisation and to utilise complicated analysis methods to examine them. The reason was not to imprison gaps in existing performance, but rather gaps in employee capabilities to attain future aim. Needs assessment has been criticised for being too hasty, so this phase was designed to be practical and to centre on competencies desired for the future. A felt-needs survey would just have asked them what training they thought they wanted or what training they required. Note that the performance subject becomes the predictable result from training, which could be used for post-training assessment (Bee, F. and Bee, R 1994). Discussion - Lessons Learned At one level, many of the lessons learned from this project are those that are learned from many quality needs assessment projects.25 Examples comprise using numerous data collection methods, assessing at manifold organisational levels, the significance of getting buy-in, and getting manifold perspectives on troubles. Needs Assessment Was Also a Culture Change Process The team originally failed to fully be familiar with that the conditions that created necessitate for large-scale needs evaluation also destined that the culture was ill-prepared to hold up performance-oriented needs evaluation. It is now palpable that the methodology urbanised and implemented in this project presume that the civilisation of the client organisation is favourable to needs evaluation processes, chiefly performance-based ones (Kaufman, R. 2003, 78 83). For this organisation, training needs appraisal, chiefly of a performance-oriented type, was a important sufficient culture change that attention had to be given to the alter implications. In fact, in lots of instances the technical nature of the needs assessment was less significant than the dynamics of the change process. Cummings and Worley suggested five stages of administration the change process: 1. Motivating change 2. Creating a vision 3. Developing political support 4. Managing the transition 5. Sustaining momentum In organisations changing to performance-oriented needs appraisal or renewing a promise to training, equivalent notice must be given to these five stages. We have reached a point of essentially operating with double models these five stages and the needs evaluation models. Needs evaluation activities are planned and assessed using mutually models, rather than just one, and judgements are made as to the equilibrium among the two(Kaufmann, R., 2004, pp. 1-17) . Training the Client We also exposed that inexpert clients, such as we had in this organisation, were often incapable to obviously clear their goals for the needs evaluation. After several wide meetings by the clients, a consensus was reached that what was actually wanted was client education prior to the needs evaluation so they could ask us the right questions (Bee, F. and Bee, R 1994). Management and Staff Commitment As this methodology is a smooth one compared to further options, it however required significant time and attempt from agency staff. In addition, management had to "walk the talk" to make sure their promise constant all over the project, and staff were obtainable to give interior support to the consultants. In lots of cases there was only a minute training staff obtainable so extra sustain was needed. It is crucially significant that assessors understand they are not just attractive in needs evaluation, but organisational change as well. If assessors sight the state of affairs only during training needs evaluation lens, they will miss critical, influential organisational dynamics that will harm their results (Kaufmann, R., 2004, pp. 1-17). Implications for Research This case is an outstanding lesson in how put into practice can pressure theory and research. Strauss and Corbin called this beached theory building, where data (such as case studies) lead to innovative or changed theory. There are numerous core implications for needs evaluation research. Need for More Hybrid Methodologies There is small question that further analysis methodologies could have resulted in better answers for any exacting employee group. If further performance analysis processes could have been employed in all groups, training would be further likely to get better performance. In this case, it is likely that additional complicated methods could be employed once the original training needs were met (Tessmer, 2005, 38-54). Change Oriented Assessment Models Traditional needs assessment models are static, assuming that users can adopt them in whole. That is, they present a methodology without a path for advancing to it. Researchers who are concerned about seeing advanced practices adopted by practitioners should consider providing a clear path for changing from current practices to the more complete model. This might consist of: Layers of elements to identify which components to implement first, second, and so forth. Specification of critical versus less critical elements to guide practitioners in making judgements on which compromises to make. A series of hybrid methodologies that provide a "stair step" approach to implementing the full methodology (Kaufman, R. 2002, pp. 1-20). Organisational Readiness for Assessment There is a temptation to view needs assessment as a technical data collection or research process. Although mainly texts concern assessors to get buy-in and management hold up, there is still an underlying supposition that the culture and organisational systems are amenable to needs evaluation. Researchers require being other open about the assumptions fundamental "best practice" methodologies in needs evaluation. Models & Best Practices The discrepancy model of needs assessment is one of the most commonly used to identify learning and performance needs in organisations. It has also served as an important heuristic for diagnosing performance problems in organisations. Needs evaluation using the inconsistency model aims to describe the gap among a desired "ideal" state and the existing state and to classify and prioritise suitable interventions to conquer this gap (Kaufman, R. 2002, pp. 1-20). As a prescriptive needs evaluation process, the difference model did not give for practical alternatives when faced by 1) an organisation not capable to describe planned goals; 2) employees unwilling to contribute in the needs evaluation process; or 3) an organisational culture oppose the change understood in the needs evaluation process (Zemke, R. E. 2004). Conclusion Namely, increased emphasis on organisational outcomes means human resource development and training must be more accountable for delivering performance results. Large-scale, performance-based needs assessment offers a methodology to "jump-start" the transition. The lessons learned may be equally helpful. As was seen in this case, making the shift to performance-based training is difficult, particularly in the public sector. Consequently, extra attention has to be devoted to the culture change process. One advantage of this methodology is that it gives every employee a chance for meaningful input, while at the same time preserves the outcomes-oriented strategic focus necessary to prepare organisations for future effectiveness. By attending to the change processes as well as training needs assessment, greater buy-in should result(Lewis, T., 2002, 33-54). Works Cited Bassi, L J. & Van Buren, M. E. (2001). The 2001 ASTD State of the Industry Report. Alexandria, VA: American Society for Training and Development. Bee, F. and Bee, R (1994), Training Needs Analysis and Evaluation. Buckley, R. and Caple, J. The Theory and practice of training (4th edition) chapter two - five, p17-101. Hebert, G R., & Doverspike, D. (2000). Performance appraisal in the training needs analysis process: A review and critique. Public Personnel Management, 19, 253-270. Holton, E. F. III (2005). A snapshot of needs assessment. In J. Phillips & E. Holton (Eds.), In Action: Conducting Needs Assessment, pp. 1-12, Alexandria, VA: ASTD Press. Kaufman, R. (2002). Assessing needs. In National Society for Performance and Instruction, Introduction to Performance Technology (vol. 1, pp. 1-20). Washington, DC: National Society for Performance and Instruction. Kaufman, R. (2003). A training needs assessment primer. Training and Development Journal, 41(10), 78 83. Kaufmann, R & Gavora, M. J. (2003). Needs assessment and problem solving: A critical appraisal of a critical reappraisal. Performance Improvement Quarterly, 6, 87-98. Kaufmann, R., Thiagarajan, S., & MacGillis, P. (2004). Introduction: The changing realities of human and organisational performance. In R. Kaufmann, S. Thiagarajan, & P. MacGillis (Eds.) The Guidebook for Performance Improvement (pp. 1-17), San Francisco: Jossey-Bass. Lewis, T., & Bjorkquist, D. C. (2002). Needs assessment - a critical reappraisal. Performance Improvement Quarterly, 5(4), 33-54. Moore, M L. & Dutton, P. (2001). Training needs analysis. Academy of Management Review, 532-545. Moseley, J L. & Heaney, M. J. (2004). Needs Assessment Across Disciplines. Performance Improvement Quarterly, 7, 60-79. Peterson, R. (1998), Training Needs Assessment. Practical Trainer Series, London: Kogan page. Rossett, A (2002). Analysis of human performance problems. In H. Stolovich (Ed.) Handbook of Human Performance Technology (pp. 97-113). San Francisco: Jossey-Bass. Sleezer, C M. (2003). Training needs assessment at work: A dynamic process. Human Resource Development Quarterly, 4, 247-264. Sleezer, C. M. (2001). Developing and validating the performance analysis for training model. Human Resource Development Quarterly, 2, 355-372. Tessmer, M. &Wedman, J. F. (2005). Context-Sensitive Instructional Design Models: A Response to Design Research, Studies, and Criticism. Performance Improvement Quarterly 8, 38-54. Zemke, R. E. (2004). Training needs assessment: The broadening focus on a simple concept. In A. Howard, & Associates (Eds.), Diagnosis for Organisational Change: Methods and Models. New York: Guilford Press. Read More