Professional Documents
Culture Documents
Word count:
Carry out a training needs analysis on one person in your organisation and
make recommendations on the priority areas for development of their
skill, knowledge and / or attitude.
I confirm that the work submitted is entirely my own work and where work
other than my own has been used this has been acknowledged.
Signed: ______________________________
Date: _______________________________
Introduction
This assignment involves the carrying out a Training Needs Analysis (TNA)
for one of the Angling Advisors working for the Central Fisheries Board
(CFB). The aim of the TNA is to provide recommendations on the priority
areas for development of his skill, knowledge and or / attitude and relate
these to the needs of his role which directly relate to the CFB business
plan.
Firstly this report will explain the concept and requirements of a Training
Needs Analysis. Then set out the background of the CFB and its business
to give a brief insight into the environment within which the individual
works. This should allow the reader to gain a clearer perspective of the
current skills, knowledge and attitudes of the individual and the purpose
of acquiring additional skills outlined by the trainer. The subjects
current knowledge will be identified, after which the trainer will assess
what measures are required to be undertaken so as to bridge the gap
necessary to improve his current performance in the role.
From a business point of view a ‘training need’ can be seen as one that
can be fulfilled by imparting training to an individual or group. The
outcome of the training is that it will lead to an improvement in the
productivity of participants who undertook the training.
‘Identification and analysis of training needs will also provide you with
information to determine whether to purchase training from an external
supplier to develop training using internal sources.’ (Garvan et al: 139)
An effective Training Needs Analysis needs to be a good fit with your existing (and future
desired) business and culture.
Nine steps to producing a TNA:
1. Identify the business need (gap in performance/ capability) for the training
2. Strategically align the training need with your objectives
3. Conduct a TNA (gap) analysis
4. Conduct an audit of current internal (and external) skills and competencies
5. Consult with your organisation to decide if training is the action required to address
the identified gaps
6. Agree outcomes and assemble a framework that fits with expectations
7. Select appropriate delivery methods
8. Agree an assessment so the business knows if the training is worthwhile (this also sets
the evaluation criteria – i.e. how will you know the training intervention has been
successful?)
9. Get buy-in from stakeholders to commence project – if the solution(s) is owned then
there is increased success of the project
‘Ensuring that all staff have the required skills and capabilities to do their
jobs and the work they will be required to do in the future, is imperative
for organisations competing in a rapidly changing world’.
(www.cipd.co.uk)
Shane O’ Reilly is relatively new to the post Angling Advisor. He has only
been in post for three years. Initially he was one of three Angling Advisors
but due to retirement and the Irish Governments embargo on filling
vacant posts he is now one of two. As such his role has changed and may
well change again with the implementation of the IFI.
Fundamentally his role is to help in the development of the Irish Angling
product and then promote it to both the national and international market.
Ensuring that all staff have the required skills and capabilities to do their jobs, and the work they will be
required to do in the future, is imperative for organisations competing in a rapidly changing world. Even if it
were possible to recruit individuals with all the necessary knowledge and abilities for the jobs currently
defined in your organisation, they need to know how to apply their skills. In addition, organisations, jobs
and technology continually change, so employees need to be able to continue learning and adapting their
capabilities. By looking ahead to define requirements and initiate effective learning interventions in good
time, organisations can stay ahead of change.
• For the organisation as a whole. The aim here is to understand the amount of and types of
learning needed to ensure that all employees have the right capabilities to deliver the
organisation’s strategy. This will focus on both the availability of skills in the short-term (within a
year) and the longer term. The latter aspect is hugely important. It can take several years to recruit
people with the right skills or to develop existing employees’ skills and knowledge to the level
required in the future. A needs analysis can also support decisions about whether to buy in talent
(if it is available) or to ‘make’ it in-house by growing the capabilities of those currently employed.
• For a specific department, project or area of work. New projects and opportunities require new
ways of working or reorganisation. Restructuring also necessitates changes in roles.
• For individuals. Linking their own personal learning and development needs to those of the
business.
There is a need for L&D/HR to ensure that analyses at these three levels are considered in conjunction
with one another. Managers and other stakeholders need to be consulted early and often both when
information is being sought for a TLNA and when the results of the analysis are communicated.
Collating the information from the TLNA will allow a number of outputs:
• A report of overall training needs for the organisation or department. This may be a formal
document that will form the basis of a Learning and Talent Development Strategy or be part of the
business planning process. It will also be part of the process of budgeting for investment and a tool
in the hands of L&D when bidding for the resources needed for learning which supports business
objectives.
• Prioritisation of the learning needs identified. Not all the gaps in knowledge, skills and attitudes
will be urgent, capable of being filled in a short timescale or within the scope of the resources the
organisation is prepared to devote to learning. Debate with senior management will give guidance
on which gaps are most critical. It is here that concentration on learning outcomes is important –
once it is agreed which learning has priority, training and learning professionals can start to work
out how that learning can be facilitated and to budget the time and resource that will be needed.
• Learning and talent development plans. Once priorities and budgets are set the L&D team will
be able to set plans for learning interventions. These plans will prioritise content and methods for
development processes. Line managers will also have a clear idea of where they need to coach or
develop skills in their teams.
• Personal development plans. Plans for personal learning can be aligned with the resources
available.
All these outputs will need to be discussed and agreed with the stakeholders concerned – most obviously
senior management and managers of the people covered by the TLNA.