training and development (1).pdf

8/16/2019 training and development (1).pdf

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AMITY GLOBAL BUSINESS SCHOOL, PUNE

DissertationON

STUDY OF TRAINING AND DEVELOPMENT PROCESS IN HEALTH

INDUSTRY, SPECIAL REFERENCE TO

IRISH HEALTH BOARD

By

AMBER KUMAR SINGH

MBA (2014-2016)

In partial fulfillment for the award of the degree

Of

MASTER OF BUSINESS ADMINISTRATION

UNDER THE GUIDANCE OF

MRS. DIPTI TULPULE

Submitted toAmity Global Business School Pune

Affiliated With

AMITY UNIVERSITY,

NOIDA


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A Study on Training & Development

A PROJECT REPORT

Submitted by

AMBER KUMAR SINGH

In partial fulfillment of the requirements of Amity University for the award of the

degree of

Master of Business Administration

Through

Amity Global Business School

Pune

2014-2016


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DeclarationI hereby declare that the project work entitled “STUDY OF TRAINING AND

DEVELOPMENT PROCESS IN HEALTH INDUSTRY, SPECIAL REFERENCE TO

IRISH HEALTH BOARD” submitted to the Amity Global Business School Pune is the

record of an original work done by me under the guidance of Prof. Dr. DIPTI TULPULE.

This project work is submitted in the partial fulfillment of the requirement for the award of

the degree of Master of Business Administration in Marketing and Finance Management.

Date: Place: Pune


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CERTIFICATE

This is to certify that the project titled

STUDY OF TRAINING AND DEVELOPMENT PROCESS IN HEALTH INDUSTRY,

SPECIAL REFERENCE TO IRISH HEALTH BOARD

is a Bonafide work done by

Mr. AMBER KUMAR SINGH

(A31501914018)

For the award of degree of

Master of Business Administration

____________________ ____________________

Dr. (Col.) Sneh.V.Sharma Prof. Dr. Dipti Tulpule

Director AGBS Pune

Submitted for the vice-voce examination held on ___________________________

____________________ ____________________

(Signature of Internal (Signature of External

Examiner with date) Examiner with date)


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ACKNOWLEDGEMENT

A Dissertation Project is a global opportunity for learning basic about our working field .I

would like to present report for Amity Global Business School Pune. It has been an inspiring

experience for me to do my dissertation on training & development which would not have

been possible without the goodwill and support of people around.

I express a deep sense of gratitude to my faculty Mrs. Dipti tulpule for extending his support

for guiding and correcting various work and document of min with attention and care.

Finally I wish to express thanks to all my faculty members, colleagues who have proved to be

helpful for this project.

AMBER KUMAR SINGH

MBA (2014-2016)


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INTRODUCTION


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Training and development play an important role in the effectiveness of organizations and to

the experiences of people in work. Training has implications for productivity, health and

safety at work and personal development. All organizations employing people need to train

and develop their staff. Most organizations are cognizant of this requirement and invest effort

and other resources in training and development. Such investment can take the form of

employing specialist training and development staff and paying salaries to staff undergoing

training and development. Investment in training and development entails obtaining and

maintaining space and equipment. It also means that operational personnel, employed in the

organization’s main business functions, such as production, maintenance, sales, marketing

and management support, must also direct their attention and effort from time to time towardssupporting training development and delivery. This means they are required to give less

attention to activities that are obviously more productive in terms of the organization’s main

business. However, investment in training and development is generally regarded as good

management practice to maintain appropriate expertise now and in the future.

Training and development is a function of human resource management concerned with

organizational activity aimed at bettering the performance of individuals and groups

in organizational settings. It has been known by several names, including "human resource

development", and "learning and development".

Training and development encompasses three main activities: training, education, anddevelopment.

Training: This activity is both focused upon, and evaluated against, the job that an

individual currently holds.

Education: This activity focuses upon the jobs that an individual may potentially hold in

the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing

the individual, or that the individual is part of, may partake in the future, and is almost

impossible to evaluate.

The "stakeholders" in training and development are categorized into several classes.

The sponsors of training and development are senior managers. The clients of training and

development are business planners. Line managers are responsible for coaching, resources,

and performance. The participants are those who actually undergo the processes. The

facilitators are Human Resource Management staff. And the providers are specialists in the

field. Each of these groups has its own agenda and motivations, which sometimes conflict

with the agendas and motivations of the others.

The conflicts that are the best part of career consequences are those that take place between

employees and their bosses. The number one reason people leave their jobs is conflict with

their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr.John Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by

http://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Human_resource_management


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making the boss look stupid." Training an employee to get along well with authority andwith people who entertain diverse points of view is one of the best guarantees of long-term

success. Talent, knowledge, and skill alone won't compensate for a sour relationship with asuperior, peer, or customer.

Typical roles in the field include executive and supervisory/management development, new-

employee orientation, professional-skills training, technical/job training, customer-service

training, sales-and-marketing training, and health-and-safety training. Job titles may include

vice-president of organizational effectiveness, training manager or director, management

development specialist, blended-learning designer, training-needs analyst, chief learningofficer, and individual career-development advisor.

Talent development is the process of changing an organization, its employees,

its stakeholders, and groups of people within it, using planned and unplanned learning, in

order to achieve and maintain a competitive advantage for the organization. Rothwell notes

that the name may well be a term in search of a meaning, like so much in management, and

suggests that it be thought of as selective attention paid to the top 10% of employees, either

by potential or performance.

While talent development is reserved for the top management it is becoming increasingly

clear that career development is necessary for the retention of any employee, no matter what

their level in the company. Research has shown that some type of career path is necessary

for job satisfaction and hence job retention. Perhaps organizations need to include this area in

their overview of employee satisfaction.

The term talent development is becoming increasingly popular in several organizations, as

companies are now moving from the traditional term training and development . Talentdevelopment encompasses a variety of components such as training, career development,

career management, and organizational development, and training and development. It is

expected that during the 21st century more companies will begin to use more integrated termssuch as talent development .

http://en.wikipedia.org/wiki/Blended-learninghttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Employee_retentionhttp://en.wikipedia.org/wiki/Job_satisfactionhttp://en.wikipedia.org/wiki/Job_satisfactionhttp://en.wikipedia.org/wiki/Employee_retentionhttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Blended-learning


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OBJECTIVEs ANDFUNCTION


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Function of Training

The singular function of training is to produce change. It is the upgrading of a person’s skill

or the addition of a new skill, which in turn can bring about the desired change an agency is

seeking. It is important to understand that training in and of itself cannot motivate a work

force. However, it is an integral part of what is needed to accomplish the long-term goals of

the agency.

Value of Training

Often supervisors ask, "Why should I provide training to my staff?" There are many reasonsagencies provide training to their employees:

to foster growth and development

to provide opportunities for employees to accept greater challenges

to aid employees in contributing to the achievement of department goals and the agency’s

mission and vision

to build employee self-confidence and commitment

to produce a measurable change in performance

to bring about the desired changes that can solve a variety of problems

Benefits of Training

Providing training to an employee benefits both the employer and employee by:improving an employee’s performance

developing the group and team skills needed to achieve organizational goals

giving employees the needed skills and knowledge to complete assigned jobs, duties and

tasks

motivating employees to achieve higher standards

increasing overall efficiency

improving customer service, which leads to customer satisfaction

preparing employees for promotional opportunities

decreasing employee turnover, which reduces down time

enhancing employee morale, motivation, and creativity

enabling managers to reach unit goals and objectives

giving employees the tools needed to analyze interpersonal and situational factors that createobstacles to achieving high performance


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Determining Training NeedsThere are a number of ways to determine the type of training an employee will need.

1. Request from employee – Employees usually are the first to recognize the need for

additional training. This need can result from the assignment of a new task, technologicalchanges, or just a realization that additional training would result in a more efficient work

product.2.

Change in agency vision or mission – Agency vision and mission can sometimes change

due to state or federal legislation. Thus employees may be assigned new duties or positionsmay be restructured. Before assigning new duties and responsibilities to employees, decide

if the employees will need additional training. Remember, the reason for providing

training is to produce a change or provide support so employees can reach their goals and

objectives; thus attaining the agency’s vision and mission. 3. Determination through performance management review – An excellent time to determine

training needs is when a performance review is completed on employees. What additional

training would be needed to assist employees to meet or exceed job expectations? Based

on the em ployee’s self -assessment of identified strengths and improvement opportunities,

an analysis should follow to determine training that may be needed to improve overall

work performance.


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LITRATURE

REVIEW


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Training Transfer: An Integrative Literature

Review

Given the proliferation of training transfer studies in various disciplines, we provide an

integrative and analytical review of factors impacting transfer of training. Relevant

empirical research for transfer across the management, human resource development(HRD), training, adult learning, performance improvement, and psychology literatures

is integrated into the review. We synthesize the developing knowledge regarding the

primary factors influencing transfer — learner characteristics, intervention design and

delivery, and work environment influences — to identify variables with substantive

support and to discern the most pressing gaps. Ultimately, a critique of the state of the

transfer literature is provided and targeted suggestions are outlined to guide future

empirical and theoretical work in a meaningful direction.

Mentorship: A Career Training and

Development Tool

This paper reviews the literature on mentorship and presents an initial framework for researchon mentor-protégé relationships for both men and women. Critical dimensions of this

framework include the context within which a mentor-protégé relationship exists, the gender

of these role partners, the characteristics each partner seeks in the other, the stages of the

relationship, and the positive and negative outcomes accruing to the mentor, to the protégé,

and to their organization.


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TRAINING AND DEVELOPMENT:

According to the Michel Armstrong, “Training is systematic development of the knowledge,

skills and attitudes required by an individual to perform adequately a given task or job”.

(Source: A Handbook of Human Resource Management Practice, Kogan Page, 8th Ed.,2001)According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills of

an employee for doing a particular job.” (Source: Personnel Management, McGraw Hill; 6th

Edition, 1984) The term ‘training’ indicates the process involved in improving the aptitudes,

skills and abilities of the employees to perform specific jobs. Training helps in updating old

talents and developing new ones. ‘Successful candidates placed on the jobs need training to

perform their duties effectively’. (Sour ce: Aswathappa, K. Human resource and Personnel

Management, New Delhi: Tata Mcgraw-Hill Publishing CompanyLimited,2000, p.189) The

principal objective of training is to make sure the availability of a skilled and willing

workforce to the organization. In addition to that, there are four other objectives: Individual,

Organizational, Functional, and Social. • Individual Objectives – These objectives are helpful

to employees in achieving their personal goals, which in turn, enhances the individual

contribution to the organization. • Organizational Objectives – Organizational objectives

assists the organization with its primary objective by bringing individual effectiveness. •

Functional Objectives – Functional objectives are maintaining the department’s contribution

at a level suitable to the organization’s needs. • Social Objectives – Social objectives ensures

that the organization is ethically and socially responsible to the needs and challenges of the

society. Further, the additional objectives are as follows: • To prepare the employees both

new and old to meet the present as well as the changing requirements of the job and the

organization. • To prevent obsolescence. • To impart the basic knowledge and skill in the new

entrants that they need for an intelligent performance of a definite job. • To prepare the

employees for higher level tasks. • To assist the employees to function more effectively in

their present positions by exposing them to the latest concepts, information and techniques

and developing the sk ills they will need in their particular fields. • To build up a second line

of competent officers and prepare them to occupy more responsible positions. • To ensure

smooth and efficient working of the departments. • To ensure economical output of required

quality.

Training Needs Analysis

Training needs analysis is considered to be the foundation of all training activities. In order

to deliver appropriate, effective training which meets the needs of individuals and the

organization and represents value for money a training needs analysis is essential (Boydell

and Leary 1996, Reid and Barrington 1999). There is general agreement in the literature that

a training needs analysis is a best practice first step in the systematic approach to training

(Wills 1998, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995,

Bartram and Gibson 1997, 1999, Reay 1994). The systematic approach to training is the

predominant model found in the literature (CLMS M 2 U6, Wills 1998, Buckley and Caple

1995, Boydell and Leary 1996, Reid and Barrington 1999, Garavan et al., 1995). The


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systematic approach is described slightly differently by different authors, with varying stages

and elements but there are a number of core features to the approach. The systematic

approach is one which involves considering the linkages between the parts of the training

process. There is an assumption that training must be planned in a cyclical or processual

manner and that this approach will lead to high quality, planned training (CLMS, Buckleyand Caple 1995, Barrington and Reid 1999, Wills, 1998, Bartram and Gibson 1999). Bartram

and Gibson (1999:107) state that a “systematic approach to identifying training needs ensures

that people are offered opportunities to learn which are efficient and effective”. All of the

systematic approaches outlined in the literature outline a number of steps in the process and

cover similar basic elements; 11determining the training need, choosing appropriate methods

to address the identified need, planning, implementing and evaluating. The benefit of this

approach, as outlined in the literature, is that nothing is left out and there is a planned and

professional approach. It also provides data necessary to justify or explain to senior

management what training is required, what budgets are needed, what they are spent on and

what the impact is for the organization (Wills 1998). While the structure of the systematic

approach has a certain appeal in that there is a structured and logical step by step process to

follow, there is a danger that all energy could be focused on the system and the relationship

of the various elements within it to the detriment of the original purpose, namely to provide

the necessary training to the organizations employees to enable them to work in the most

optimal manner (CLMS M2 U6, Wills 1998). The term training need as out-lined in the

various texts inevitably comes back to the assumption that there is a set of knowledge, skills

and attitudes required for a job and that training needs analysis should identify what they are,

assess the current level of knowledge, skills and attitudes and that the resulting gap is

therefore the training need. In reviewing the literature on training needs analysis it is quicklyapparent that it is dominated by approaches and methodologies for conducting a needs

analysis. Herbert and Doverspike (1990) noted the large amount of training needs analysis

literature and the significant degree of overlap in the descriptive and prescriptive literature.

Chiu et al., (1997) conducted a literature review and analysis on training 12needs analysis.

They found that the literature is dominated by supply led initiators of training needs analysis,

such as trainers and academics. They also note that the literature is full of recommendations

for how to conduct a training needs analysis. Further, they note that the methods used are

generic in nature, for example, interviews, surveys and that these methods may not be able to

meet the newer demands on training needs analysis to integrate with corporate strategy and

focus on future needs. Of the few studies which have introduced new methods they cite

Anderson’s (1994) action research approach. They note that there are no empirical studies to

validate methods. McGehee and Thayer (1961) are widely acknowledged as the seminal text

on training needs analysis and are quoted in much of the literature. They outlined the analysis

of training need at the level of the organization, group and individual and these levels

continue to form the foundation of most approaches. The traditional approach to training

needs analysis outlines a number of steps. The following are drawn from the main formats

found in the literature (Reay 1998, Boydell and Leary 1996, Reid and Barrington 1999, Wills

1998) 1. Determine the area of focus for the training needs analysis or the customer. 2.

Determine and plan the method(s) of data collection. 3. Collect the data. 4. Analyze andinterpret the data. 5. Propose and priorities solutions or actions. 13Data collection methods


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include; interviews, questionnaires, observation, documentation reviews, focus groups, job

and task analysis and competency based methodologies (Reid and Barrington 1999, Boydell

and Leary 1996, Bartram and Gibson 1999, Reay 1998, Anderson 1994, Zemke 1994,

Ferdinand 1988, Schneier et al., 1988, McClelland 1993). In addition data from performance

appraisal processes is used in some systems (Herbert and Doverspike 1990, CLMS 1999, Noble 1997, Zemke 1994, Leat and Lovell 1997). A comparative study looking at the

management of training in multinational corporations found that the majority use

performance appraisal as the methodology to identify training needs (Noble, 1997). Despite

the overwhelming agreement in the literature that training needs analysis is an essential step

in the training process there is also general agreement that this step is frequently ignored,

skipped or not attended to (Wills 1998, Bartram and Gibson 1999, Schneier et al., 1988, Gray

et al., 1997, Mc Clelland 1993, Boydell and Leary 1996, Garavan et al., 1995). Wills

(1998:27) states that “identifying training needs is the starting point for managing the training

process. Yet this is often one of the last steps to be considered seriously – probably because a

proper needs analysis is both difficult and time consuming.” While there is no research

reported as to why organizations do not always conduct full training needs analysis many

authors cite the significant investment of time and resources required to conduct a traditional

analysis (Holton et al., 2000, Anderson 1994, Schneier et al., 1988, Reid and Barrington

1999, Boydell and Leary 1996, Garavan et al., 1995). Schneier et al., (1988) suggest that

training needs analysis are not conducted because trainers lack the specific knowledge

required to conduct 14one. They also suggest that there may be an issue of lack of belief in

the effectiveness of the process. Many difficulties are cited in the literature with traditional

approaches. Wills (1998), notes that trainers can become so focused on the system or training

cycle that they lose sight of organizational objectives. There is also a tendency to focus on theskills level only and on deficits, resulting in a generally negative approach and one that may

be threatening to staff members (CLMS M2 U6). Furthermore, many of the approaches use

techniques such as job and task analysis. These methods involve detailed analysis of the skills

required to complete particular jobs or tasks. They are hugely time consuming and focus on

the present situation only. They yield static data or a snapshot of a given point in time and are

not really preparing staff, or the organization, for future challenges or changes. These

approaches are only of benefit in stable situations where no changes are expected. It is likely

that by the time these processes are completed changes could already have occurred in the

demands of the jobs analyzed (CLMS M2 U6, Anderson 1994, Hayton 1990, Reid and

Barrington 1999). Reid and Barrington (1999:155) suggest that in view of this ever changing

picture, perhaps the question should be “how can we develop people to develop themselves?”

Although the systematic approach to training needs analysis was envisaged to be conducted

on three levels (organization, personal and occupational), there was never any real integration

of the levels in practice (CLMS M2 U6, Wills 1998, Bartram and Gibson 1999, Boydell and

Leary 1996, Holton et al., 2000). Traditional training needs analysis focussed primarily on

individual needs with detailed analysis happening at the individual level with the assumption

that if individuals were sufficiently skilled to 15do their jobs that would result in the

achievement of organizational goals (CLMS M2 U6). The need to link training needs analysis

to organizational objectives was not always seen and is considered one of the shifts that havetaken place in the transition from traditional training to human resource development (CLMS


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M2 U6, Reid and Barrington 1999). Reid and Barrington (1999) make the point that Human

Resource Development (HRD) should be an essential strategic element in how an

organization achieves its goals and objectives. The need to link training needs analysis fully

to organizational goals and objectives is highlighted by many authors (Hayton 1990, Wills

1998, Boydell and Leary 1996, Garavan 1995, Schneier et al., 1988, Herbert and Doverspike1990, Bartram and Gibson 1999). Hayton (1990) cites problems with traditional methods of

training needs analysis including those mentioned above and also states that non-training

solutions tend to be ignored and the process tends not to involve consultation with employees

and is usually management driven and focused. Potter et al., (2000) also describes a process

where employees were not consulted and needs were identified only by supervisors and

management. Gray et al., (1997) in a study of public health care found that in many

organizations needs were identified by senior management and commented that this is

problematic as managers are a step removed from day to day operations and may not have the

most accurate picture of the actual requirements. Matthews et al., (2001) surveyed

organizations around competency assessment requirements for ISO and found that training

needs analysis was very management driven. They found training needs analysis dominated

by senior management decisions and supervisors opinions. The most commonly used formal

approach was the skills inventory. 16Some training needs analyses are conducted by survey

methodology, particularly where large numbers may be involved, in this situation there is a

risk that what will be identified are wants rather than needs and again the potential for linking

with organizational goals is weak (Holton et al., 2000, Gray et al., 1997). Anderson (1994:24)

states that training is often based on wants rather than needs and can occur on an ad hoc basis

which is not integrated with wider organizational goals and objectives. “General surveys of

large populations are costly, time consuming and frequently meaningless” (Anderson1994:25). Hayton (1990) sees the skills audit as a key component of training needs analysis

but suggests that there is unlikely to be one best way which will suit all organizations.

Herbert and Doverspike (1990:268) raised issues around using appraisal data as part of

training needs analysis and conclude that the use of this data may not achieve the intended

goals. In a paper examining the weaknesses in conventional approaches to training needs

analysis Leat and Lovell (1997) consider the weaknesses inherent in using performance

appraisal data as a determinant of training needs. A drawback in using this data is noted in

that the performance appraisal process is often linked to reward and promotion so that

identifying development needs does not sit very well with this purpose. The paper goes into

some depth about the biases which potentially exist in using performance appraisal for

training needs analysis. An alternative approach is put forward which would have significant

cultural and change implications which are not mentioned at all. 17Wills (1998) discusses the

need to meet both the needs of the individual and the organization and suggests that corporate

policies and strategies are the starting point for the analysis of both in order to align training

and organizational direction. He also discusses the need for clarity around corporate mission,

vision and strategy and the importance of senior management support. Hayton (1990)

discusses the need for skills audit to be linked with an organizations broader change strategy.

Key recommendations he makes include involving employees in the process and linking

skills audit to the company strategy. He also highlights the need for a simple approach whichcan be understood by employees unions and management. He recognizes the potential for


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industrial relations issues with skills audits. Research by Hussey (CLMS 1999) looking at the

use of education and training as a strategic driver found that only a third of firms surveyed

linked the aims of their management development programmers to the achievement of

organizational goals. The majority of firms identified needs through appraisals alone thus

there was no explicit connection to the overall direction of the organizations strategy or goals.Hussey argued that if training was strategic the focus of training would change as strategic

focus changed, however he found that training plans tended to be very stable thus indicating a

lack of connectivity with strategic direction. Hussey recommended the closer integration of

training with business strategy (CLMS 1999). Research by Leicester 1988 (CLMS M2 U6)

identified a key link between employee development and corporate strategy and found that

the key variable was the quality 18of human resource management (HRM). As the quality of

HRM increased so did the link between staff development and corporate success. Leicester

suggested that there may be three elements to achieving the integration of employee

development and corporate strategy. One element is to have a performance appraisal system

where objectives come from organizational objectives; mechanisms need to be in place to

allow for employee self development and finally achieving a balance between training to

meet organizational goals and training to meet individual need. Further, Leicester’s research

suggested that employees were likely to be more adaptable where opportunities for self

development are provided and it is given a relatively high priority (CLMS M2 U6).

Ferdinand (1988) in looking at management training needs analysis focused on specific

management groups and organizational challenges, outlining approaches that may fit the

different management groups and organizational scenarios. He highlights that without due

consideration to the context in which the training needs analysis is being conducted the form

of the process and the outcomes from it may not be acceptable to the organization or the keystakeholders. Throughout the literature there is a general focus on methods and approaches

but very little about the detail or process of implementing training needs analysis. A number

of authors mention the need to consider the culture of the organization or potential

sensitivities or industrial relations issues but do not delve into the issue any further (Boydell

and Leary 1996, Reid and Barrington 1999, Leat and Lovell 1997, Anderson 1994, Hayton

1990). Only Holton et al., (2000) and Anderson (1994) make a stronger mention of the

change implications involved in a training needs 19analysis process. Furthermore, only

Holton et al., (2000) address the issue of attempting a training needs analysis in a large scale,

complex, public service organization. Almost all of the other literature focuses on training

needs analysis for discrete purposes or in smaller more bounded contexts (Bartram and

Gibson 1999, Boydell and Leary 1996, Ferdinand 1988, Gray et al., 1997, Zemke 1994). To

give an example of the narrower focus that appears to be the received wisdom, McClelland

(1993:12) suggests that “convincing senior management that a training needs analysis should

be conducted so that training needs can be identified would probably not be specific enough

to garner the necessary support”. McClelland (1993) suggests that support from senior

management may be obtained by outlining the reason for training needs analysis and the

example given is to maintain the ISO 9000 standard. Ferdinand (1988), Bartram and Gibson

(1999), Wright (1986), Boydell and Leary (1996) and Reid and Barrington (1999) all discuss

the importance of considering the type of organizational culture, stage of development ormodel in considering the approach that may be best fit for the organization. Reid and


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Barrington (1999:101) note that “training interventions often reflect the human assumptions

built into the organization in which people work” and consider Morgan’s (1997) typology of

organizations. Three particular elements are cited; organizations as machines, organisms and

brains. Each has different implications for how the organization might learn. The

organization as machine – will tend to be mechanistic, operating as a bureaucracy with rules, procedures and teaching processes; organization as brain – will tend to be a learning

organization and the focus will be on learning to learn; organization as organism – will be

open to the environment and therefore will not 20subscribe to one best way and therefore

training and development methods will vary through time and as appropriate to the challenge.

Reid and Barrington (1999) suggest that generally training interventions will be within the

existing learning system framework that operates in an organization unless a major strategic

plan is involved and note that “training and development is an important facilitator of

organizational change” (Reid and Barrington 1999:148). Reid and Barrington (1999) point

out that how needs are analyzed will depend on many factors not least of which are the

culture of the organization and its stage of development. Gray et al., (1997) in discussing the

selection of data collection methods make the point that it is important to secure management

and employee acceptance for the method chosen

The shift from traditional training roles to Human

Resource Development

Many authors discuss those involved in training needs analysis and their roles. The differentstakeholders in the process will have different interests and this factor needs to be taken into

account (Boydell and Leary 1996). The importance of senior management involvement and

endorsement is highlighted by many (Boydell and Leary 1996, Anderson 1994, Reid and

Barrington 1999, Wills 1998). Boydell and Leary 1996, Garavan et al., 1995, Anderson 1994,

Hayton et al., 1990 all identify a key role for those whose needs are being identified. Boydell

and Leary (1996), Garavan et al., (1995) and Anderson (1994) discuss a change in the

traditional trainer role in training needs analysis. The traditional trainers’ role in needs

analysis is to be the needs investigator and take responsibility for determining the training

needs. A continuum of roles is described in the literature with the balance of responsibilityshifting from the training function to line managers moving along the continuum. The most

recent shift in role would place the focus on the role of the line 21manager in the needs

analysis with the training function acting in a consultancy role (Boydell and Leary 1996,

Garavan et al., 1995). In this latter scenario the line manager works with their staff who take

an active role in determining their own learning needs. The above mentioned shift in trainers’

roles in training needs analysis may be seen as part of an overall move from traditional

training functions to a human resource development model. There is much in the literature on

this topic however a few key points will be summarized here only. Grieves and Redman

(1999) note the move from training to HRD in the 1990s and the evolution of HRD. HRD is

now viewed in much of the literature as the basis of competitive advantage in the future


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(Walton 1999, Reid and Barrington 1999). Key elements of HRD found in the literature

which distinguish it from the traditional training approach are; closer links between HRD and

business strategy; devolving responsibility to line managers; requires that staff and managers

take a new and different attitude towards training and development; and there is greater focus

on the workplace as opposed to the classroom as the focus for learning (Grieves and Redman1999, Walton 1999, Reid and Barrington 1999, Garavan 1995). The philosophy underlying

HRD is that learning is an ongoing everyday experience not something done to employees on

an ad hoc basis. Grieves and Redman (1999) note that in HRD there is a common desire to

promote learning cultures and transform organizations into learning organizations. HRD

“involves employees accepting a move from dependence to independence, from passive and

reactive learning to active and proactive learning and from viewing learning as a single event

22managed by others to continual life-long, self-managed learning” (Grieves and Redman

1999:90). HRD is seen as more focused on the learning and development of the individual

within organizations so that they might better cope with organizational change (Walton

1999). The general direction of HRD is seen to be around replacing more control oriented

cultures with cultures supportive of learning and creativity (Grieves and Redman 1999). In a

review of current people management activities of world class organizations Oakland and

Oakland (2001) found that in top companies, managers had an active role in training support

and delivery which was carefully linked to the needs of the organization, departments and

individuals.


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RESEARCH DESIGN


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An action research approach was selected for this research as it is acknowledged in the

literature as a common organizational approach to organizational change. In the research

context, action research allows collaborative problem solving with those involved and the

generation of new knowledge (Coghlan and Brannick 2001). It allows the study of a process

directly as it unfolds. Gummesson (2000:51) considers that the “roles of change agent and

senior executive provide the most comprehensive access to strategic and organizational

issues…(and that)…participation in the chain of events gives the researcher privileged access

that will facilitate both the development of theory and practice”. Gummesson (2000)

considers that the level of pre-understanding and access to the reality of any process balances

against concerns around objectivity. In the context of this research, the researcher was

relatively new to the organization (5 months) at the time the process commenced. The

advantages of access and the development of some pre-understanding (and continuing

development of same), were balanced against not being completely socialized to the cultureover many years, and still having an element of an outsider view. Semi structured interviews

were selected as a data collection method to achieve a balance between a structure allowing

the same questions to be asked yet allowing for flexibility of response and the following of

particular points with interviewees (CLMS Research Methods and Dissertation

Requirements).

Types of Training to Provide

There is no pre-determined "check list" regarding the type of training needed to ensure

employees will always meet performance expectations. Since each individual is different,supervisors will have to make a thorough assessment of the type of training needed. Human

Resource Management Services conducts a yearly training needs assessment to ensure

programs are being offered that meet agency requirements. Agencies can also contact Human

Resource Management Services to arrange for specific training based on performance

management review, revised missions and vision, etc.

There are core or basic training programs needed when a person accepts supervisory or

management positions, such as:

Understanding management, organizational and motivational theory, and application

Planning, setting, and carrying out organizational objectives

Planning and leading effectively

Specific training needed when an individual enters a supervisory position is:

Planning, scheduling, and delegating work assignments.

Communicating, handling conflict, and handling grievance procedures.

Understanding various state and federal employment laws.

Interviewing and completing performance management reviews.

Setting unit goals and objectives.

Levels and Types of Formal Training

We have identified three levels of formal training available to employees. The type oftraining selected should be based on the need of the individual, which can be determined


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through the performance management review, individual request, reorganization efforts, orsupervisor observation. The Human Resource Management Services web site lists the

various training programs offered to state agencies. The types of formal training available toemployees are:

- Orientation TrainingThis training is geared for the newly hired or reassigned personnel. These programs are

designed to give new employees the basic knowledge, understanding, and skill needed for

successful job performance. Programs include orientation and various job skills training such

as computer usage, communication techniques, phone usage, etc.

Human Resource Management Services provides general orientation that is designed to give

employees a general knowledge of state policies, procedures, and practices relating to the

employment relationship. The individual agencies complete orientation by providing

information on agency policy and job-specific instruction.

- Remedial Training

This training is designed to correct observed deficiencies in employee knowledge, skill, and

attitudes. Programs include stress reduction, time management, presentation skill building,

assertiveness building, business writing, hands-on experiences in word processing, computer

software, etc.

- Upgrading or Advanced Training

This training is designed to improve or upgrade individual job skills and knowledge.

Programs include advanced computer training, decision making, employment laws, managingconflict, conducting performance evaluations, sensitivity training, supervisory

responsibilities, resolving grievances, etc.

Right Training at the Right Time

Supervisors who perceive a training need, should contact their human resource officer orHuman Resource Management Services, who can assist in developing a needs assessment to

identify a specific training need.

Human Resource Management Services will assist supervisors to look into the future and

consider such things as: What skills will employees need?

What will be the organizational structure?

What technological requirements will be needed?

What services will be provided?

Once the direction is known, agencies may develop short and long-term plans in relation to

staffing objectives, career ladders, organization development, etc.

After agencies know their focus and have developed their plans, they can determine the exact

training needed to meet objectives through a needs assessment. There are four types of needs

assessment. They are:

http://www.nd.gov/hrms/employees/training.htmlhttp://www.nd.gov/hrms/employees/training.html


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- Organizational needs assessment

Organizational needs emerge from agency goals, objectives, and priorities. This type of need

can be universal for all employees, such as reducing stress, improving productivity, etc.

- Group needs assessmentThese types of needs are easier to determine because they are closely related to specific job

levels and categories of employees, such as team-building, problem solving, etc.

- Individual employee needs assessment

The needs uncovered with this type of assessment are more specific and can be easilyidentified by reviewing the individual’s background, education, training, experience, skills,

knowledge, and past performance. Individual needs are those skills needed to do theemployee’s current job, future assignments, and career plans.

- Job needs assessment

Based on the job in question, this type of need can be the most difficult or easiest to identify.

Occupational, job, and task analyses are conducted to determine the type of training needed.


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RESEARCH

METHODOLOGY


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The current research is based on the analysis of the development of a needs analysis process

in an Irish Health Board and data from a series of semi-structured interviews with top and

senior management. The research was designed to address the following questions:

1. In a time of organization change how does the process for developing a training needs

analysis tool influence organizational change?

2. 2. How can a training needs analysis process help get people on board with the

organizational change?

In order to address these questions, it was necessary to look in detail at the actual process of

developing a training needs analysis for this organization. By doing this the dynamics of the process

and issues and changes arising could be followed and explored. In order to achieve this, an action

research case study approach was taken in the first instance and a series of semi-structured interviewswere conducted with top and senior management of the organization. The researcher was an insider

researcher, holding a senior position in the organization and taking a change agent role. The

traditional cyclical action research process was followed during the process (Kolb and Frohman

1970). Specifically, the elements were diagnosis, planning, taking action, evaluating, further planning,

action, evaluation and so on.

The participants

Two distinct services, located in different counties and representing different programme

areas of the organization took part in the study. One was a Mental Health service with

approximately 380 staff and the other a Community Services programme with approximately

240 staff. Each programme has a wide range of different staff grades, although the diversity

of functions would be greater in Community Services. These two sites were self selected

following a change initiative, which had taken place previously in the organization . All staff

were invited to put forward change ideas through an ideas questionnaire. In the process that

followed, 22 change projects were identified and “undertaking a training needs analysis”,

which had been put forward by the both sites, was number 10 on that list. Upon appointment

to the organization the researcher agreed to lead the project, with a view to developing a

system that could be rolled out across the whole organization following initial developmentand testing with the two sites. A change facilitator was also assigned to the project. A group

of change facilitators had been selected and developed from within the organization as part

of the original change initiative mentioned above, and act as a resource to projects. As a first

step in the process, a parallel learning structure was put in place with the establishment of a

steering group. A steering group of twelve was set up in such a way as to try to represent a

cross section or microcosm of the overall organization . The steering group included two

representatives from each site who were selected by them. In particular, the researcher

requested that site representatives be selected to reflect a diversity of staff backgrounds. It

proved very difficult to get a representative 48from support staff, a group which would

include porters, domestic staff and care attendants. This group has been traditionally under-


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represented and have lower participation rates in training. Representation from this group was

not achieved until half way through the process. The steering group met eight times in all.

The process

Following initial entry and contracting with the two sites and the steering group the process

worked through the stages of diagnosis, planning, action and evaluation. This was in fact an

iterative process with multiple cycles occurring, though for simplicity it will be reported as

one overall cycle. The process was tracked over a period from February 2002 to end of

January 2003. Though the data was being collected with reflection and journaling from the

start, the process was not discussed as action research specifically with the group until

September 2002. This was related to the development of the researchers’ knowledge and

understanding around the action research process. However, the group was aware of a

research agenda from the outset. Throughout the process the following data was collected:

Minutes were taken of each meeting which were circulated and formally reviewed and

agreed at the following meeting. Detailed notes were taken of each meeting by a note taker

who noted full details of what was discussed, the dynamics and atmosphere in the meeting.

The researcher maintained notes from the meeting, which in addition to content also noted

observations around dynamics, behaviors and patterns. The researcher also maintained a

reflection diary, where thoughts and reflections on the process were recorded, analyzed and

reviewed. Notes were maintained of all contacts relevant to the process with the sites49 and

steering group members. Reflections on the dynamics of the meetings and issues arising

were reflected back to the group at meetings and discussed. This was done more formally

from September 2002 but had in fact occurred already in the three meetings that had been

held to that point. Full records were maintained of all group activities and flipchart work.

Focus groups were held at each pilot site as part of the diagnostic phase. These were

facilitated and addressed a small number of key questions. The raw data from the focus

groups was analyzed by the steering group and was fed back to the attendees. Further

feedback was also sent to the focus group attendees regarding the progress of the project in

relation to the issues they had raised. Throughout the project the change facilitator worked

with the researcher on the project. The Director of Organizational Development in the

organization consulted to the process as requested and provided additional reflection space,

challenge and insight into the organization and its dynamics to both the group and theresearcher. For the researcher this offered a second view to verify or challenge researcher

interpretation of dynamics in the process. Following the piloting of the process developed an

evaluation was conducted which focused on the process and the tools used. The evaluation

was developed collaboratively with the group and the data was analyzed in an evaluative

inquiry approach. The learning of the steering group was also distilled in this process. An

evaluation report was written and circulated to all members of the50 steering group for

comment, amendment and agreement. The report was written along the lines of the cycle of

planned change to reflect the process that had been worked through and to model the process

for the organization . No material changes to the report were made by the group.


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The interviews

Following the development of the needs analysis process a series of semi-structured

interviews were conducted with top and senior management to ascertain their views about the

benefits or affects they would expect to see from the process, the level of participation and

role they would like in the process, who they see as having a role, their views regarding

implementation and its contribution if any to overall change in the organization . See

appendix 1 for a copy of the interview schedule. The top layers of the organization were

targeted for the interviews with an emphasis on those responsible for services and with

responsibility for large numbers of employees. Directors of the main functions such as

Finance, HR, IT and OD were also targeted. A total of 18 top and senior managers were

invited to participate in the interviews. The option of face to face or telephone interview was

offered to enhance the possibility of securing interviews with this group. Sixteen responded

to the request and of that number a total of 13 were interviewed, twelve face to face and one

by telephone as the individual had been called to another site. The other interviews did not

happen for a variety of reasons such as illness, leave and urgent matters which clashed with

appointment times. Those interviewed included the CEO, Regional Managers, Directors of

Functions and General Managers. 51Each interview lasted approximately an hour and was

recorded in note form as close to verbatim as possible. Tape recording was not used as it was

considered that the majority of the target group would not be as comfortable with taperecording and that a better result might be achieved without it. The interviews were typed up

in detail shortly after each interview by the researcher. 3.4 Preparation and analysis of data

The data collected during the development and piloting of the needs analysis process as

detailed above was transferred to a time ordered matrix (Miles and Huberman 1994). The

matrix recorded the time frame, people involved, the activity in relation to the process, the

stage in the cycle of planned change, other external events impacting on the process and

comments. Information was condensed as much as possible but left with enough richness to

convey the detail of what happened and any issues arising. Specific quotes were included

where appropriate and reflection notes. The prepared data was then color coded for elementsrelating the four key organizational change areas listed earlier. The data was further color

coded for resistance. Forms of resistance were categorized as follows:

Dependency

Fight/flight

Fragmentation

Identity

Authority


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Urgency/ Quick fix

52These forms of resistance relate to characteristics of bureaucratic, hierarchical public

service organization s noted in the literature and are also recurring organizational issues as

diagnosed by the Director of OD in the organization . This data was further analyzed and

reduced to a one page summary depicting the change issues and organization al issues arising

at each stage of the cycle of planned change. Thus it is possible to look at whether the key

organizational change issues arose during the development of the needs analysis process and

also what kinds of dynamics were happening during the process with each site and with the

steering group overall. This latter data is useful as it highlights organizational issues which

will have to be planned for and worked into any future implementation of this process and

future organizational change work. The data from the interviews was prepared so that all the

data relating to each question was put together. The data was then analyses for main themes

and ideas emerging. These were extracted and then further analyzed and clustered to reduce

the data to overall themes emerging. The data as a whole was then reviewed for overall andrecurrent themes. The data was also color coded in relation to the key organizational change

issues identified.


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DATA COLLECTION


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Techniques for Collecting data at Organizational

Level

As discussed already, in organizational analysis we try to ascertain the areas in the

organization that require training interventions. For example, among the various kinds ofinterventions that organizations chose it was found out managerial training is picking up fast

among corporations and also that managerial competencies amount for 98% of success in the

jobs.

Personnel and skill inventories, organizational climate and efficiency indices, Management

requests, Exit interviews, management by objectives (MBO) are the various kinds of

techniques that are used at the level of organizational analysis for collecting data for training

needs analysis.

Essentially all these tools collect data that is inferential in nature, but does not give a clear picture of the training needs. For example, the above mentioned tools may lead anorganization to deduce that ‘there is a need for aligning the work processes with the

organizational goals / objectives’, which is not very rich diagnostically. It may require furtheranalysis, which is done with the help of tools at the level of Job or the task.

The techniques for data collection at the level of the job include job description, performance

standards, work sampling, job specifications, job literature analysis, and analysis of

operational problems among others. These techniques are aimed at extracting data for

understanding the target of training i.e. what exactly should be taught in training. Time

management may be may be one critical intervention in project handling / management.

These techniques at the level of job are useful but yet not sufficient in helping understand

who requires training and when. Taking the above example further, time management may be

a critical intervention for Projects people, but there may already be some who are very

efficient in time management and may require the intervention at other level, which is only

possible to ascertain with the help of techniques used at the level of the individual or the person.

Training may prove worthless if it is conducted without studying individual data. Every

member in a team is unique and works as well as performs at a certain level (n). There may be others who are at (n+1) or (n-1) or more. Thus, the same intervention may halt the

progress of a certain individual and finally the organization. There are therefore certain toolsthat help in deciding interventions at the individual level. Performance appraisal data,

questionnaires, attitude surveys, 360 degree feedback, assessment centers, critical incidents

are some techniques that are employed to a good benefit.

All these techniques are integral to the success of any training program. Although each one of

these may be used independently but the combined use offers a holistic view of training

within an organization!


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DATA ANALYSIS


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Organizational Analysis. An analysis of the business needs or other reasons the

training is desired. An analysis of the organization's strategies, goals, andobjectives. What is the organization overall trying to accomplish? The important

questions being answered by this analysis are who decided that training should beconducted, why a training program is seen as the recommended solution to a business

problem, what the history of the organization has been with regard to employeetraining and other management interventions.

Person Analysis. Analysis dealing with potential participants and instructors involved

in the process. The important questions being answered by this analysis are who will

receive the training and their level of existing knowledge on the subject, what their

learning style is, and who will conduct the training. Do the employees have required

skills? Are there changes to policies, procedures, software, or equipment that require

or necessitate training?

Work analysis / Task Analysis. Analysis of the tasks being performed. This is an

analysis of the job and the requirements for performing the work. Also known as a

task analysis or job analysis, this analysis seeks to specify the main duties and skill

level required. This helps ensure that the training which is developed will include

relevant links to the content of the job.

Performance Analysis. Are the employees performing up to the established

standard? If performance is below expectations, can training help to improve this performance? Is there a Performance Gap?

Content Analysis. Analysis of documents, laws, procedures used on the job. Thisanalysis answers questions about what knowledge or information is used on this job.

This information comes from manuals, documents, or regulations. It is important that

the content of the training does not conflict or contradict job requirements. Anexperienced worker can assist (as a subject matter expert) in determining the

appropriate content.

Training Suitability Analysis. Analysis of whether training is the desired solution.

Training is one of several solutions to employment problems. However, it may not

always be the best solution. It is important to determine if training will be effective in

its usage.

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.

Effective training results in a return of value to the organization that is greater than

the initial investment to produce or administer the training.


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Conducting an Organizational Analyses

Determine what resources are available for training. What are the mission and goals of the

organization in regards to employee development? What support will te senior management

and managers give toward training? Is the organization supportive and on-board with this process? Are there adequate resources (financial and personnel)?

Conducting a Work / Task Analysis

Interview subject matter experts (SME's) and high performing employees. Interview the

supervisors and managers in charge. Review job descriptions and occupational information.

Develop an understanding of what employees need to know in order to perform their jobs.

Important questions to ask when conducting a Task Analysis:

1.

What tasks are performed?

2. How frequently are they performed?

3.

How important is each task?

4. What knowledge is needed to perform the task?

5. How difficult is each task?6. What kinds of training are available?

Observe the employee performing the job. Document the tasks being performed. When

documenting the tasks, make sure each task starts with an action verb. How does this task

analysis compare to existing job descriptions? Did the task analysis miss any important parts

of the job description? Were there tasks performed that were omitted from the job

description?

Organize the identified tasks. Develop a sequence of tasks. Or list the tasks by importance.

Are there differences between high and low performing employees on specific work tasks?

Are there differences between Experts and Novices? Would providing training on those tasks

improve employee job performance?

Most employees are required to make decisions based on information. How is information

gathered by the employee? What does the employee do with the information? Can this

process be trained? Or, can training improve this process?

Cognitive Task AnalysisDevelop a model of the task. Show where the decision points are located and what

information is needed to make decisions and actions are taken based on that information. This

model should be a schematic or graphic representation of the task. This model is developed

by observing and interviewing the employees. The objective is to develop a model that can beused to guide the development of training programs and curriculum.

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Since the training is based on specific job tasks, employees may feel more comfortable taking

the effort to participate in training.

Gather information about how the task is performed so that this can be used to form a modelof the task. Review job titles and descriptions to get an idea of the tasks performed. Observe

the employee performing the job. Review existing training related to the job. Make sure you

observe both experts and novices for comparison.

Conducting a Performance Analysis

This technique is used to identify which employees need the training. Review performance

appraisals. Interview managers and supervisors. Look for performance measures such as

benchmarks and goals.

Sources of performance data:

1.

Performance Appraisals

2. Quotas met (un-met)

3.

Performance Measures

4. Turnover

5. Shrinkage6. Leakage

7. Spoilage

8.

Losses9. Accidents10.

Safety Incidents

11. Grievances12.

Absenteeism

13. Units per Day

14. Units per Week

15. Returns

16. Customer Complaints

Are there differences between high and low performing employees on specific competencies?

Would providing training on those competencies improve employee job performance?


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Checklist for Training Needs Analysis

It is helpful to have an organized method for choosing the right assessment for your needs.

A checklist can help you in this process. Your checklist should summarize the kinds of

information discussed above. For example, is the assessment valid for your intended purpose?Is it reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and

valid by the participants? Also consider the ease or difficulty of administration, scoring, and

interpretation given available resources. Click here for a sample checklist that you may find

useful. Completing a checklist for each test you are considering will assist you in comparing

them more easily.

http://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htm


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RESEARCH TOOLS

USED


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Several basic Needs Assessment techniques include:

Direct Observation

Questionnaires

Consultation With Persons In Key Positions, And/or With Specific Knowledge

Review Of Relevant Literature

Interviews

Focus Groups

Assessments/Surveys

Records & Report Studies

Work Samples


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RESULT AND

FINDINGS


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TRAINING ANALYSIS PROCESS

Over the last 20 years the critical nature of the man-in-the-loop has changed from simply

manual dexterity and procedural operation to a state in which their decision making,

cognitive abilities, data assimilation, communication skills, and attitude are all crucial. Inaddition the job structure of the personnel operationally involved with modern systems has

diversified in direct proportion to the complexity of the technology. This has fueled the need

for a formal approach.

The task of training can be broken down into a number of discrete components, each

addressing a different part of the overall learning process. This breakdown is as follows:-

Psycho-motor Skills

Procedural Skills

Knowledge Transfer

Communication Skills

Colossal Thinking

Attitude Learning

Performance Training

Physiological Stresses

The role of training analysis is to build a formal bridge between the available design data and

the training media and training objectives, in order to facilitate the transfer of training

elements into the operational environment.

For complex multi-user system a user-to-task map is often constructed to present the

relationship between the tasks and the identified team structure and also to identify new

groups of users that would need to have an understanding of the system. The training gap is

assessed by a comparison between the goals and tasks undertaken by the individuals and the

existing training.

There is a wide variety of training media that can be used, ranging from traditional lecture-

based teaching to sophisticated simulators. Different media will be more or less appropriate

for different activities. It is necessary to determine the most suitable and cost-effectivetraining media for the different areas.

There have been many different approaches defined, however, the system approach to

training has been the most successful.

Training Needs Analysis (TNA) is defined as the “Identification of training requirements and

the most cost effective means of meeting those requirements”.

A TNA should always be performed where a major new development in policy, equipment

acquisition or procedures is deemed to have potential impact upon the current training

regime.

http://en.wikipedia.org/wiki/Man-in-the-loophttp://en.wikipedia.org/wiki/Data_assimilationhttp://en.wikipedia.org/wiki/Data_assimilationhttp://en.wikipedia.org/wiki/Man-in-the-loop


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TST has considerable experience of successfully employing the accepted techniques applied

to the development of training systems, including the Systems Approach to Training (SAT) in

both the defence and civilian domains using customer specific standards such as JSP 822

where required.

Carrying out all TNA activates in accordance with SAT principles ensures rigorous visibility

in each design stage with clear audit trails from the initial Scoping Study through to the

recommended solution.

BENEFITS

Speed up the transition of adopting change

Reduce the risk and impact on the business and ensure that your people are not only

prepared for the change but fully equipped

Maximize the opportunity of a successful implementation

http://en.wikipedia.org/w/index.php?title=Systems_Approach_to_Training&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Systems_Approach_to_Training&action=edit&redlink=1


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CONCLUSION

In this study the aim was to examine how the process for developing a training needs analysis

tool could influence organization change. In addition consideration was given to how the

training needs analysis process can help get people on board with organizational change. This

was all set against a backdrop of ongoing organizational change occurring as a result of both

internal and external factors. The main result of the process was that through adopting an

action research approach to the development of the process the researcher was able to learn

about the organization, the enablers and blockers to change and what needs to be built into

future interventions. Through use of the parallel structure, which mirrored very much the

overall organization, how people resisted or bought into the change could be observed and

considered. The process was quite different for the two sites and there were different

outcomes for each. This is particularly interesting as the organization is in transition as

outlined earlier and this transition was reflected in the two sites. As a result of going through

this process a tool was developed for identifying learning and development needs that reflects

organizational thinking and needs. Insights have also been gained which will be built into

future developments in the area of learning and development in the organization. The

development of the training needs analysis tool through the parallel structure and the

evaluative inquiry approach to the evaluation of the process modeled reflective practice forthe organization and provides an opportunity for it to look at itself through reflecting it back

to itself. It also 55modelled and addressed the key organizational change issues of

participation, strategic focus, learning organization culture and collaboration. The results will

be reported in the format of a case study. The case study will be reported chronologically and

divided into the stages of the cycle of planned change. The results of the interviews will be

reported in a separate chapter.


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LIMITATIONS

1.

There is a limitation of time .

2.

Company does not disclose all its strategies .

3.

Training and development process lasts for a particular period .


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Future scope


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The future scope of training is very vast , it improves day by day . training and development

comes up with new techniques to train its employees .

1 . Coaching-

The ‘coach’ works directly with an employee on a specific issue with structured built-inreview and evaluation sessions.

Providing an employee with an opportunity to learn about a new area of work. Turning a

work problem into a learning situation.

An intensive method of training which may involve a considerable time commitment from

the ‘coach’.

2 . Skills Based Courses

Aim to meet identified training needs by instruction and testing of skills gained.

Practical skills such as driving, IT Skills, telephone training, communications skills etc.

Requires the learner to use the skills after the course or the risk is it will be lost.

3 .External Qualifications

An employee works to gain a recognized qualification at an external provider (e.g. college,

university) or through a correspondence course.

Necessary where a qualification allows the employee to practice (e.g. law, environmentalhealth). For development of the employee so that promotion can be obtained.

All external qualification support should be assessed to determine the benefits to the

employee and the Council. Caution should be exercised where the benefit is solely for the

employees career development.

4 .National Vocational Qualifications

An employee prepares a portfolio of evidence against the recognized standards of the

appropriate NVQ. The Portfolio will be assessed by a qualified individual and awards are

made by recognized ‘lead bodies’. There are NVQs available in hundreds of subjects ranging

from Level 1 to Level 5.

Can be used where there are no recognized ‘external qualifications’ based on examination or

where the employee is better suited to working at their own pace. NVQs can be delivered in

the workplace during work time or combined with external, off the job training.

Learners can set their own pace and benefit from a flexible structure. Units are chosen to

match the candidates’ job role and some training providers will tailor the qualification to

meet your needs. As with all accredited training that takes place over a longer period of time,

NVQs do require a commitment from the learner and the employer alike.


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REFERENCE


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1.

Rosemary Harrison (2005). Learn ing and Development . CIPD Publishing. p. 5. ISBN 9781843980506.

2. Jump up Patrick J. Montana and Bruce H. Charnov (2000). "Training and

Development". Management . Barron's Educational Series. p. 225. ISBN 9780764112768.

3. Jump up to:a b c d Thomas N. Garavan, Pat Costine, and Noreen Heraty (1995). "Training and

Development: Concepts, Attitudes, and Issues". Train ing and Development i n I reland . Cengage

Learning EMEA. p. 1. ISBN 9781872853925.

4.

Jump up Derek Torrington, Laura Hall, and Stephen Taylor (2004).Human Resource Management .

Pearson Education. p. 363.ISBN 9780273687139.

5. Jump up John Hoover, PhD " How to Work for an Idiot: Survive and Thrive Without Ki ll ing Your

Boss" (Career Press ISBN 1564147045/ISBN 978-

1564147042)http://www.amazon.com/dp/1564147045

6. Jump up William J. Rothwell and H. C. Kazanas (2004). The Strategic Development of Talent . Human

Resource Development Press. p. 4. ISBN 0-87425-752-2.

7. Jump up William J. Rothwell (2005). Ef fective Succession Plann ing . AMACOM Div American

Mgmt. pp. xviii. ISBN 0-8144-0842-7.
http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/9781843980506http://en.wikipedia.org/wiki/Training_and_development#cite_ref-3http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/9780764112768http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-0http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-0http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-1http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-1http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-2http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-2http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-3http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-3http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-3http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/9781872853925http://en.wikipedia.org/wiki/Training_and_development#cite_ref-5http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/9780273687139http://en.wikipedia.org/wiki/Training_and_development#cite_ref-6http://en.wikipedia.org/wiki/Special:BookSources/1564147045http://en.wikipedia.org/wiki/Special:BookSources/9781564147042http://en.wikipedia.org/wiki/Special:BookSources/9781564147042http://www.amazon.com/dp/1564147045http://en.wikipedia.org/wiki/Training_and_development#cite_ref-7http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/0-87425-752-2http://en.wikipedia.org/wiki/Training_and_development#cite_ref-8http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Special:BookSources/0-8144-0842-7http://en.wikipedia.org/wiki/Special:BookSources/0-8144-0842-7http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Training_and_development#cite_ref-8http://en.wikipedia.org/wiki/Special:BookSources/0-87425-752-2http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Training_and_development#cite_ref-7http://www.amazon.com/dp/1564147045http://en.wikipedia.org/wiki/Special:BookSources/9781564147042http://en.wikipedia.org/wiki/Special:BookSources/9781564147042http://en.wikipedia.org/wiki/Special:BookSources/1564147045http://en.wikipedia.org/wiki/Training_and_development#cite_ref-6http://en.wikipedia.org/wiki/Special:BookSources/9780273687139http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Training_and_development#cite_ref-5http://en.wikipedia.org/wiki/Special:BookSources/9781872853925http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-3http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-2http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-1http://en.wikipedia.org/wiki/Training_and_development#cite_ref-IITD_4-0http://en.wikipedia.org/wiki/Special:BookSources/9780764112768http://en.wikipedia.org/wiki/International_Standard_Book_Numberhttp://en.wikipedia.org/wiki/Training_and_development#cite_ref-3http://en.wikipedia.org/wiki/Special:BookSources/9781843980506http://en.wikipedia.org/wiki/International_Standard_Book_Number

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