1

Module

LEARNING MODULE

Unit of Competency: Conduct Training Need Analysis

Module Title:

Conducting Training Needs

Analysis

Revised by: Mateo A. Alin Jr., MTE

Regional Training Center VII - Cebu
Archbishop Reyes Avenue, Cebu City
 TABLE OF CONTENTS
Page
Introduction 2
Learning Outcome 1: Learning Guide 3
Information Sheet 1.1:Understanidng Training Needs Analysis 4
Self Check 1.1 7
Model Answer 1.1 8
Information Sheet 1.2:Steps of Training Needs Analysis 9
Self Check 1.2 20
Model Answer 1.2 21
Activity 1.1 Develop TNA Instrument: Preparing TNA Abstract 22
Activity 1.2 Develop TNA Instrument: Preparing TNA Questionnaire 24
Learning Outcome 2: Learning Guide 26
Information Sheet 2.1:Administer TNA Instrument 27
Self Check 2.1 35
Model Answer 2.1 36
Activity 2.1 Preparing TNA Deployment Plan 37
Information Sheet 2.1:Collect Data 39
Self Check 2.2 46
Model Answer 2.2 47
Learning Outcome 3. Learning Guide 48
Information Sheet 3.1:Analyze TNA Results 49
Self Check 3.1 67
Model Answer 3.1 68
Information Sheet 3.2: Prepare TNA Report 69
Self Check 3.2 72
Model Answer 3.2 73
Perform activity 3.1 Summarizing and Analyzing TNA Data 74
Perform activity 3.2 Preparing TNA Report 77
Bibliography 80
Appendix 1. Unit of Competency: Conduct Training Needs Analysis 81
Appendix 2. APA Citation Style 85
Appendix 3. Writing Action Research 91
Appendix 4. Preventing Plagiarism 95
Conducting Training Needs Analysis | 1
 INTRODUCTION

Cognizant to TESDA Circular No. 042 series of 2021, “The Implementing

Guidelines on the Area Based and Demand-Driven TVET is responsive to the critical
needs defined by the industries and employers to produce correctly skilled workers
in a specific area or locality.

In this regard the TVET sector needs to respond to the rapidly changing
needs of the labor market in particular, and the economy in general, therefore, a
“one-size fits all approach” may not be applicable and appropriate, considering the
varying geographical characteristics and industrial layout of the regions and
provinces. Although there are commonalities in the industries’ needs, there will be
variations from ne region to another. Given this, area -industry based focus on
program delivery must be considered

As future instructional designer/developer you will play a crucial role in the

success of your school’s course implementation and delivery. Therefore, you must
design and develop TVET programs which are identified responsive to the needs of
the industry and other requirements of stakeholders.

In this context, as future instructional designer/developer you must be

properly equipped with the knowledge, skills and attitudes required to conduct
training need analysis to ensure that all courses that you will develop are responsive
and relevant.

In this module, you will learn to develop TNA instruments, administer the
instruments and analyze TNA results.

To use this module you have to:

▪ Follow the learning guide. Perform all the steps / activities sequentially.
▪ Opposite each step, you will find a corresponding resource that you will need
for eachactivity.
▪ Upon completion of the tasks enumerated in the learning guide, you can
approach your facilitator for checking and signing of your workbook.

Upon completion of the module present yourself for institutional

assessment.

Conducting Training Needs Analysis | 2

MODULE DESCRIPTOR:

This module covers the knowledge, skills and attitude required to undertake a
training needs analysis to identify the training needs of an individuals or
organization.

LEARNING OUTCOMES:

At the end of the module, the student/trainee is expected to:

LO1. Develop instruments for TNA

LO2. Administer TNA instrument

LO3. Analyze TNA results

Conducting Training Needs Analysis | 3

 Learning Outcome 1:
DEVELOP INSTRUMENTS FOR TNA

LEARNING GUIDE

Learning Steps Resource

s

1. Read : Information Sheet 1.1 on Information Sheet 1.1

Understanding Training Needs
Analysis
Self-Check 1.1
2. Answer : Self-Check 1.1
Model Answer 1.1
3. Compare answers to Model Answer 1.1

4. Perform Activity 1.1 Activity Sheet 1.1

5. If finished, proceed to learning

outcome no. 2.

Conducting Training Needs Analysis | 4

 
INFORMATION SHEET 1.1:
UNDERSTANDING TRAINING NEED ANALYSIS

Info Sheet 1.1

Objectives:

At the end of this lesson you should be able to:

• Explain the importance of training need analysis
• Identify the information obtained from each level of need
assessment

What is Training Need Analysis?

“Training Needs Assessment” (TNA) is the method of determining if a training

need exists and, if it does, what training is required to fill the gap. TNA seeks to
identify accurately the levels of the present situation in the target surveys, interview,
observation, secondary data and/or workshop. The gap between the present status
and desired status may indicate problems that in turn can be translated into a
training need.

Training can reduce, if not eliminate, the gap, by equipping the participants with
knowledge and skills and by encouraging them to build and enhance their

Conducting Training Needs Analysis | 5

capabilities. The data on the present status are vital to the evaluation or impact
survey in the latter part of the training cycle. These shall serve as the baseline data.
TNA is also the process of collecting information about an expressed or implied
organizational need that could be met by conducting training. The need can be a
performance that does not meet the current standard. It means that there is a
prescribed or best way of doing a task and that variance from it is creating a
problem. The TNA process helps the trainer and the person requesting training to
specify the training need or performance deficiency. Assessments can be formal
(using survey and interview techniques) or informal (asking some questions of
those involved).

(Source: Jean Barbazette, 2006, Training Needs Assessment: Methods, Tools and
Techniques)

Why do we need a Training Needs Assessment?

Because training is a means to ensure that workers have

the knowledge and right skills to be able to do their work
effectively and competently. Training may be needed when
there is a gap between the desired performance, and the
current performance, and the reason for that gap is lack of
skill or knowledge. Training may only be able to resolve part of the problem. Thus
we need to analyze the problem and find out whether training will be able to resolve
it. If training is necessary, we also need to define the objective of the training and
how it will help the staff member(s) become more effective. This process is called a
Training Needs Assessment or Training Needs Analysis.

It is important to note that, despite many reasons to conduct training, training may
sometimes not be the only solution to a problem. There are many other means
that impact on someone’s ability to do their work. The following are other
examples.
❑ Lack of skills or knowledge, or experience
❑ Not having the right equipment or resource
❑ Not being encouraged by managers and colleagues to do the right thing
❑ There are no standards or expectations that are set and communicated
❑ Bad workplace morale or conditions

(Source: MOI/DOLA, 2004, Training Needs Assessment)

Conducting Training Needs Analysis | 6

The purpose of TNA is to answer some familiar questions: why, who, how, what,
and when. The following are descriptions of the questions and what analysis can
be done to answer them. First, identify dissatisfaction with the current situation and
desire for change as similarities among the requests. Each request implies that a
gap or discrepancy exists between what is and what could be or should be. A
learning or performance gap between the current and desired condition is called a
need. TNA aims at the following situations.

❑ Solving a current problem

❑ Avoiding a past or current problem
❑ Creating or taking advantage of a future opportunity
❑ Providing learning, development or growth

Conducting Training Needs Analysis | 7

 ✓
SELF-CHECK 1.1:
UNDERSTANDING TRAINING NEED ANALYSIS

Self Check 1.1

Instruction: Answer the following questions in your own words.

1. Based on the readings you made, how will you define Training Needs
Analysis?

2. Why do you think it is important to conduct training needs analysis prior

todevelopment of training program?

3. What are the purposes of training needs analysis? Discuss the

questions which it can address?

Conducting Training Needs Analysis | 8

 MODEL ANSWER 1.1:


Model Answer 1.1
UNDERSTANDING TRAINING NEEDS ANALYSIS

1. Based on the readings you made, how will you define Training Needs
Analysis?

2. Why do you think it is important to conduct training needs analysis prior

todevelopment of training program?

3. What are the purposes of training needs analysis? Discuss the

questions which it can address?

Conducting Training Needs Analysis | 9


INFORMATION SHEET 1.2:
STEPS OF TRAINING NEEDS ANALYSIS

Info Sheet 1.2

Objectives:

At the end of this lesson you should be able to:

• Describe how to conduct TNA
• Identify the TNA methodology to use
• Describe how to draft TNA instruments
• Explain when to use TNA instruments

(Source: MOI/DOLA, 2004, Training Needs Assessment, Phnom Penh)

Conducting Training Needs Analysis | 10

 The first step in TNA is to identify problems and needs. Before
STEP 1: TNA is conducted, it should be probed whether training is
Identify
needed. In the public sector, it is important to identify
Problem
Needs organizational context in such aspects as policy, goal, roles and
responsibilities.

Realizing the policy direction of the organization, performance analysis known as

“gap” analysis is conducted to look at an worker’s current working performance and
knowledge and identify whether an worker is performing as desired based on given
roles and

Conducting Training Needs Analysis | 11

responsibilities. Then the more explicit, the standard for current performance and
knowledge, and the easier it will be to describe the gap in performance or
knowledge deficiency.
At this stage the felt need has to stated explicitly together with the specific objective
of the TNA to be conducted. And it is also important to state these purpose and
objective within the context of the requester which could be the sector, the
organization and department and the individual.

STEP 2: The second step in TNA is to determine the following: i) target

Determine groups to be trained; ii) interviewees; iii) survey methods; iv)
Design of
survey plan including TNA schedule to be conducted and
Needs
Analysis persons in charge of TNA. Those items become the basis for a
training course designer to either create a new training course,
identify an existing one that can fulfil the need, or obtain one
externally.

Sometimes it may be impossible to fulfil the need, but that is not the decision of the
person conducting TNA. Actually, knowing exactly what elements of information are
required can serve as a guide –a road map- for your analysis.

The survey must clearly define the target group of the training, i.e., target
population. Although no strict rules for defining exist, the target population must be
defined in line with the objectives of TNA. The survey should produce the following
elements in its report: training subject(s); importance of the training; time
requirements; current target group; potential target group; frequency of training; and
required outputs of the training.

Once a target group for the training, i.e., target population, is identified, interviewees
for the survey are selected. It is likely that all the workers of the target group cannot
be interviewed due to time constraints. Thus, sampling of the target population which
will be addressed in the succeeding parts of this module.

Conducting Training Needs Analysis | 12

The following figure indicates types of needs analysis and contents. It is
suggested that those analyses be used in combination depending on the needs,
time availability and manpower.

Data collection and analysis are essential parts of needs assessment. The
following table describes the most commonly used methods of data collection. TNA
is optimized when a combination of data collection methods is used to analyze
quantitative and qualitative data. Regardless of which methods are used to collect
and analyze data, it is important to consider the reliability, validity and
trustworthiness of the data.
Conducting Training Needs Analysis | 13
DATA GATHERING METHODS

Structured • Quantitative research method commonly employed in

Interview survey research to ensure that each interviewee is
presented with the same questions in the same order and
that answers can be reliably aggregated and that
comparisons can be made with confidence between sub--‐
groups or between different survey periods.
• Interviewers read the questions exactly as they appear on
the survey questionnaire. The choice of answers to the
questions is often fixed (close--‐ended) in advance, though
open--‐ended questions can also be included within a
structured interview.
Semi‐ • Unlike the structured interview, more general questions
Structured Or topics. Relevant topics are initially identified and the
Interview possible relationship between these topics and the
issues become the basis for more specific questions
which do not need to be prepared in advance allowing
both the interviewer and the person being interviewed
the flexibility to probe for details or discuss issues.
• New questions can be brought up during the interview as
a result of what the interviewee says, so the interview
flows more like a conversation.
Observation • Observation of working environment and performance of
officials
(office materials, communication tool, IT system, means of
circulating the information)
Questionnaire • A questionnaire is a survey instrument consisting of a
Survey* series of questions and other prompts for the purpose of
gathering information from respondents. They are often
designed for statistical analysis of
the responses.
Focus • Qualitative research method whose purpose is to obtain
Group in--‐depth information on ideas and perceptions of a
discussio group and also to be more than a question--‐answer
n
interaction.
• A relatively small meeting (generally six to twelve
participants) convened for a
• Specific purpose under the direction of a facilitator,
during which group members talk freely and
spontaneously about a certain topic.
Conducting Training Needs Analysis | 14
Workshop • An educational seminar or series of meetings emphasizing
interaction and exchanged of information among a usually
small number of participants developing skill or common
understanding through some types of application
• Discussion on verification of identified staff training
needs in the returned TNA questionnaires and
interview results

Conducting Training Needs Analysis | 15

 SELECTING DATA GATHERING
METHOD
In the previous table, the each of the following data gathering methodologies are
described to aid you in the selection of the appropriate method for your purpose
objective and context here is table showing their benefits, strengths and
weaknesses.

METHO BENEFITS WEAKNESSES USES

D
Review Factual • May be out of date • When you need factual
of information • May be information about
Documents Objective inaccurate Or performance
Can collect a inconsistent
lots if you • Need cooperation of
have others to obtain
resources information
Questi • Simple • May not get • Have to know much
onnaire • Quick important about your topic first
Survey • Easy information • Combine with other
• Can collate a • People may not processes to
lot of data send back encourage response
survey
• May be hard to
understand
responses
Interviews • Obtain • Takes time of • When you know little
information yourself and about the topic or area
about others • When the training is
attitudes • More difficult to about something
• Obtain a lot organize complicated
of • May be shy to
qualitative respond
data • Depending on
• Can have interviewer
greater
understandi
ng of issues

Conducting Training Needs Analysis | 16

Focus • Can be • People may be • When the training is
Group easy and shy to be honest impacted by team work
Discussion quick in group • When there is not
• Can • People may much time for other
understand dominate methods
responses discussion
more easily
Observation • Does not • Can take observer • When the training is
interrupt work a lot of time about simple skills
• Can be more • Need time to collate • When you know
reliable • Need to know about the topic
what you are yourself
looking for
(Source: MOI/DOLA, 2004, Training Needs Assessment, Phnom Penh)

Conducting Training Needs Analysis | 17

Steps in drafting TNA instruments
Questionnaire survey design proceeds in an orderly and specific manner. Each
item in the flow chart shown below depends upon the successful completion of all
the previous items. Therefore, it is important not to skip a single step. Notice that
there are two feedback loops in the flow chart to allow revisions to the methodology
and instruments.

Conducting Training Needs Analysis | 18

Types of questions

In creating questionnaires, it is important to consider the type, content, wording,

and order of the questions that they include. For the type of questions, there are
two types of questions to be asked: close-ended questions and open-ended
questions.

Closed-ended questions limit respondents' answers

to the survey. The participants are allowed to choose
from either a pre-existing set of dichotomous answers,
such as yes/no, or multiple choice with an option for
"other" to be filled in, or ranking scale response
options.

The most common of the ranking scale questions is called the scale question. This
kind of question asks the respondents to look at a statement and then "rank" this
statement according to the degree to which they agree (strongly agree; somewhat
agree; no opinion; somewhat disagree; strongly disagree).

Open-ended questions do not give respondents answers to choose from, but

rather are phrased so that the respondents are encouraged to explain their
answers and reactions to the question with a
sentence, a paragraph, or even a page or more,
depending on the survey. If you wish to find
information on the same topic, but would like to find
out what respondents would come up with on their
own, you might choose an open-ended question like
"What kinds of training do you want to attend?" rather
than the scale question.

However, keep in mind that you do not have to use close-ended or open-ended
questions exclusively. Many researchers use a combination of closed and open
questions; often researchers use close-ended questions at the beginning of their
survey, and then allow for more expansive answers once the respondent has some
background on the issue and is "warmed-up."

Conducting Training Needs Analysis | 19

Content of Questions

When considering the content of your questionnaire, the most important

consideration is whether the content of the questions will elicit the kinds of questions
necessary to answer your initial research question. You can gauge the
appropriateness of your questions by pre- testing your survey, but you should also
consider the following questions as you create your initial questionnaire.

Conducting Training Needs Analysis | 20

Writing the Questions

To write effective questions, researchers need to keep in mind these four

important techniques: directness, simplicity, specificity, and discreteness.

Conducting Training Needs Analysis | 21

Order the questions

Although there are no general rules for ordering survey questions, below are a
fewsuggestions that researchers can follow when setting up a questionnaire.

Conducting Training Needs Analysis | 22

Identifying the respondents

Along with the selection of interviewees, survey methods are also selected
considering availability of time and manpower. The following are sampling methods
to be used for the survey. However, to make it simple, it is recommended that the
following sampling methods be used for TNA.

SAMPLING METHODS
METHOD CONCEPT
Random sampling Purest form of probability sampling.
Each member of the population has an equal and
known chance of being selected. When there are very
large populations, it is often difficult or impossible to
identify every member of the population, so the pool of
available subjects becomes biased.
Systematic • Often used instead of random sampling.
sampling • It is also called An Nth name selection technique. After
the required sample size has been calculated, every Nth
record is selected from a list of the target population on
members. As long as the list does not contain any hidden
order, this sampling method is as good as the random
sampling method. Its only advantage over the random
sampling technique is simplicity.
Stratified sampling • Commonly used method that is superior to random
sampling because it reduces sampling error. A stratum is
a subset of the population that shares at least one
common characteristic. The surveyors identify the
relevant stratums and their actual representation in the
population.
• Stratified sampling is often used when one or more of
the stratums in the population have a low incidence
relative to the other stratums.
Purposive Sampling • It is a way of selecting respondents for a project which is
determined by specific criteria adopted by the researcher.
• purposive sampling does not allow us to draw
conclusions about the characteristics of the entire
population. However, the results of research conducted
in this way can provide valuable knowledge about
selected spheres of reality, like getting first-hand
information, relating to the study at hand, from a
practitioner, or a trainee.
Exhaustive • This is used when we study all members of a population
Sampling study.

Conducting Training Needs Analysis | 23

 • This applies when the target respondents are limited a
control group or a class of trainee.

(Source: Access to http://www.statpac.com/surveys/sampling.htm, July 31, 2007)

Conducting Training Needs Analysis | 24

 ✓
SELF-CHECK 1.2:
STEPS OF TRAINING NEEDS ANALYSIS

Self Check 1.2

Instruction: Illustrate and explain the steps in conducting training need analysis.

Conducting Training Needs Analysis | 25

 
MODEL ANSWER to Self-check 1.2:
STEPS OF TRAINING NEEDS ANALYSIS

Model Answer 1.2

Conducting Training Needs Analysis | 26

 ACTIVITY 1.1: DEVELOP TNA INSTRUMENT


Activity 1.1
ACTIVITY TITLE: PREPARING TNA ABSTRACT

MATERIALS, TOOLS : LMI or labour market situationnaire, local

labour demand, copy of existing
Training Regulation or standard,
professional journals

INSTRUCTIONS FOR THE ACTIVITY:

OBJECTIVES:

Use different sources of information in drafting TNA abstract*

Prepare TNA abstract
Describe briefly the different components of a TNA report
PROCEDURES:

1. Get copy of recent LMI or any labor market situationaire.

2. Read and analyze the information presented and describe the trends and
issues affecting the labor market of your qualification and what could be
its implications. Taking note of the extent of impact.
3. Give the aims of the TNA you are planning to conduct. This should tell
what TNA level would you conduct and its purpose.
4. Describe in one or two sentences who will be the respondents, how the TNA
will beconducted, and the procedures by which the data would be gathered
and analyzed.
5. Describe in one or two sentences, the intended results of the TNA, who
will be its beneficiaries and its benefits and what you intend to accomplish
with the TNA.
6. Describe in one sentence by giving the most important consequence of the
study –what do the results mean? How will they be used?

EVALUATION:

Your abstract will be evaluated based on its completeness of information

presented, clarity of presented ideas, conciseness of expression, and how
compelling the identified issues are.

Conducting Training Needs Analysis | 27

*A TNA Abstract is a descriptive abstract which indicates the type of information
found in the work. It makes no judgments about the work, nor does it provide results
or conclusions of the analysis. It does incorporate key words found in the text and
may include the purpose, methods, and scope of the analysis. Essentially, the
TNA abstract only describe the work being summarized. Some researchers consider
it an outline of the work, rather than a summary. Descriptive abstracts are usually
very short, 300 words or less.

Conducting Training Needs Analysis | 28

 PERFORMANCE CRITERIA CHECKLIST

CRITERIA
Did I…. YES NO

1. Secure copy of the latest LMI or labor situationaire

2. Describe the background of the TNA to be conducted

a. State implications or effect of the LMI/labor

situation
b. Identified qualification that may be affected by
thetrends

c. Identified the emerging skills/job/qualification

based on the analysis of the LMI /situationaire

d. Identified the extent of impact or effect

3. State the aims and purpose of the TNA to be conducted

4. Describe how to go about the TNA

a. Gave the demographics of the respondents

b. Describe the data gathering methods to use

c. Describe the data gathering methods and how it

will be validated
5. Describe the intended result of the TNA, its benefits and
thebeneficiaries

6. Describe the what the TNA intends to accomplish

7. State how the result of the study will be used

Conducting Training Needs Analysis | 29

 ACTIVITY 1.2: DEVELOP TNA INSTRUMENT


Activity 1.2
ACTIVITY TITLE: PREPARING TNA QUESTIONNAIRE

MATERIALS, TOOLS : LMI, professional journals, and

other related documents / TNA abstract/ Training
Regulation or the applicable standard

INSTRUCTIONS FOR THE ACTIVITY:

OBJECTIVES:

Identify TNA tools to use

Draft TNA Tools

RESOURCES:
TNA Abstract, Objective of the TNA, copy of existing Training Regulation or
standard

PROCEDURES:
1. Get copy of TNA abstract that you have prepared together with the list of
TNA objectives and the respondents profile.
2. Draft the information needed to establish the profile of the target group/respondents
3. Draft questions to ask to get the relevant data for each of the TNA objectives.
4. Identify the TNA tools to use for each of the questions and TNA objectives and
draft the tool.

Document Review
Identify the information needed that will help build the background of your study.
Relevant documents may include—industry profile of the locality, manpower
profile (age, gender, marital and employment status), results of previous study,
performance level, sectoral trends and issues.

Interview Questions
Draft the interview guide by identifying the respondents (top management level,
supervisor and middle management level, incumbents/ workers), questions
should directly relate to the specific objectives of the TNA.

TNA Survey
a. Categorize the questions you have drafted in step 2. Into
Organizational/ Job/ Personal
b. Analyze the question if it can further be broken down into specific questions,

Conducting Training Needs Analysis | 30

c. Enumerate the KSA to measure (refer to the TR of the qualification, if available)
d. Identify the criteria for measurement and rating scale to use
e. Draft the instructions on how to complete the questionnaire.

Conducting Training Needs Analysis | 31

EVALUATION:

Your TNA tools will be evaluated based on its completeness of information

covered, clarity of questions ideas, conciseness of expression, and
appropriateness of tools used.

PERFORMANCE CRITERIA CHECKLIST

CRITERIA
Did I…. YES NO

1. Specify the documents that has to be reviewed.

a. Identify the type of information needed in the
documents
b. Identify where to find the documents/who could be
thepossible source

c. Specify how to review/summarize the document

2. Draft the interview/FGD guide for TNA to be

conducted
a. State questions appropriate for each group of
respondents
b. Identify the emerging skills/job/qualification
based onthe analysis of the LMI /situationaire
c. Validate the skills requirements and the need for
theidentified qualification
3. Draft the TNA survey questionnaire

a. Establish the demographics of the respondents

b. Establish the current skills requirements of
respondents
c. Establish the importance of the skills/competence
required by the qualification
d. Specify description of each
e. Include instruction how to accomplish the
questionnaire
f. Include a cover letter indicating the objective
of theTNA survey
g. State confidentiality clause

Conducting Training Needs Analysis | 32

 Learning Outcome 2:
ADMINISTER TNA INSTRUMENT

LEARNING GUIDE

Learning Steps Resources

1. Read: Information Sheet 2.1 Information Sheet 2.1

Administer TNA Instrument

2. Answer : Self-Check 2.1 Self-Check 2.1

3. Compare answers to Model Answer Model Answer 2.1

2.1
Activity Sheet 2.1
4. Perform Activity 2.1. Preparing
TNA deployment plan
Information Sheet 2.2
5. Read: Information Sheet 2.2
onCollecting Data
Self-Check 2.2
6. Answer : Self-Check 2.2
Model Answer 2.2
7. Compare answers to Model Answer
2.2

8. Facilitator evaluates output.

9. Proceed to Learning Outcome 3.

Conducting Training Needs Analysis | 33

 
INFORMATION SHEET 2.1:
ADMINISTER TNA INSTRUMENTS

Info Sheet 2.1

Objectives:

At the end of this lesson you should be able to:

• Explain the importance of having a TNA Deployment Plan

• Identify the parts of a TNA Deployment Plan
• Describe how to prepare the TNA deployment plan

Plan the TNA Instrument Deployment

In the process of planning the data gathering, a

TNA Deployment Plan, which will be attached
to formal letter for interviewees, will be
formulated and will be distributed to concerned
agencies and interviewees. The outline of the
TNA Deployment Plan includes the following: i)
background; ii) objectives; iii) schedule; iv)
survey team; and v) methodology (data
collection and analysis).
Once you have constructed a questionnaire, you will need to make a plan that
outlines how and to whom you will administer it. A number of options are available
in order to find a relevant sample group amongst your survey population. In
addition, various considerations are involved with administering the survey itself.

Characteristics of a Good Plan

A good plan is characterized by the following:

Identifies the goal, purpose, and level (organizational, occupational,
and/or individual) of the particular assessment.
Shows a relationship between the levels of assessment.
Demonstrates at what level the assessment begins and how that data will
be linkedto the other levels.

Conducting Training Needs Analysis | 34

Uses relevant department planning documents, productivity reports, work
studies, evaluations, trend analyses, and needs assessment instruments to
provide accurate and reliable information on organizational, occupational, and
individual performance.
Incorporates, as needed, other systems such as performance appraisal
processes, succession planning strategies, and career planning systems to
retrieve information on organizational, occupational, and individual
performance.
Forms the basis for ongoing planning

Conducting Training Needs Analysis | 35

The TNA Deployment Plan

In preparing the TNA Deployment Plan, it is advisable to identify the stakeholder

concerned and the type of information that they may provide. The plan should
indicate the following:
Staff requirements /stakeholders
Materials, equipment, supplies
Project timetable
Organizational information
Expected information to gather

One should consider the following list of questions and comments when she / he
prepares TNA Deployment Plan.

Data gathering activities What are the important steps to take in the TNA data
gathering? How can the goals and objectives of the TNA be
met?
What are the roles of the key players in the TNA?
Staff Requirements What are the skills needed for conducting training need
analysis?
Are the team members equipped with these skills?
Who can supply the team members with information
relating totraining needs assessments?
Materials, supplies, What are the resources needed to successfully administer
tools and equipment theTNA tools?

Time Table What are targets dates for data gathering?

How much time is needed to complete the TNA tools
administration?
What would be the constraints in the TNA tools
administration?
Respondents Are the questions or method be likely to be resisted?
What tactics will be needed to overcome anticipated
resistance? How important is anonymity for respondents?

Conducting Training Needs Analysis | 36

Below is a generic 6-week TNA Deployment Plan which can serve as a reference
as you draft your own plan.

Conducting Training Needs Analysis | 37

 6-WEEK TNA DEPLOYMENT PLAN

Stakeholder Resources Activitie Methodology Instruments Timeline Information

s Provided
TNA Team Strategic SPECIFY REQUIREMENTS: Document Checklist of Week 1 Needs
plans, • Identify and review information assessme
previous contact partners. needed nt purpose
need and major
• Plan the partners meeting.
assessment questions
documents, • Review currently to be
LMI, available data. addressed
profession • Identify needs
aljournals assessment questions
to be answered.
• Specify data
requirements to
complete the needs
assessment.

Conducting Training Needs Analysis | 30

TNA Team Strategic COLLECT Document Checklist of Week 2 Baseline
plans, INITIAL review information information
previous INFORMATION needed relating to the
Survey
need • Determine desired felt need
assessment Interview (internal
or required
documents, performance. Focus Group sources)
LMI, Discussion Trends
• Determine others who
profession and
must be involved.
al journals issues
• Review data
relevant
collection protocols.
to the
• Identify data sources, qualificati
andinform them of the on/post
needs
(external
sources)
Data
gathering
tools (TNA
survey,
Interview
checklist,
FGD guide)

Conducting Training Needs Analysis | 31

 assessment.
• Meet with sources, and
provide data
requirements.
• Specify data collection
instruments (surveys,
interview protocols, and
soon).
• Begin data collection
TNA Team List of COMPLETE Docume TNA survey Week 3 Current level
respondent DATA nt review Intervie of
Respondent
s, COLLECTION Survey w competence
s
• Ask partners to review checklis Critical competence
Interview
work to date. t
Focus
• Define desired results at FGD guide
Group
thestrategic, tactical, and
Discussion
operational levels.
• Specify additional data
requirements to match
theindicators and
measures identify for
the desired results.
• Complete data collection.

Conducting Training Needs Analysis | 32

TNA Team Accomplished ANALYZE DATA Descriptiv Frequency, Week 4 Summary of findings
questionnaire • Collect all eStatistics Percentag
s, interview accomplished Textual, e, ranking
checklist and questionnaire tabular andcentral
and

Conducting Training Needs Analysis | 33

FGD minutes • Summarize data graphical tendencies
usingavailable
technology
• Perform treatment of
datausing descriptive
statistics
• Present data in easily
understandable
format

Conducting Training Needs Analysis | 34

 • Fish Bone
TNA Team Summary ANALYZE NEEDS Analysis Week 5 • Current results.
Diagram
of findings ANDIDENTIFY template What are the current
POTENTIAL • Root for each results being
SOLUTIONS Cause method achieved?
Analysis
• Review data and analysis. • Desired results.
• 2X2 Matrix What are the desired
• Review draft findings.
Decision results to be
• Prepare draft report of Aid achieved? Indicate
desired results (including if
alignments with current • Multi-
criteria • Gaps. Did the
processes, structures,
andresources). Analysis research determine
• Complete initial needs one or more gaps in
• Pair wise results? What is it
analysis to define comparison
leading factors that should be
contributing to needs. • Task achieved that is
• Interpret qualitative data. analysis currently not being
Who is in charge of achieved?
overseeing the • Concept
• Existing strengths.
mapping
interpretation of What are the
qualitative data, providing identified existing
guidance, and so on? results that are
• Content analysis of positive or can be
qualitative data. How considered
willcontent be strengths?
analyzed? What is working well

Conducting Training Needs Analysis | 35

• Categorization of and can possibly
qualitative data. How will begrown or
categorization of themes further
occur? Who is supported?
responsible?
• Alignment. Is there
an alignment
betweengaps
identified at the
strategic, tactical,
andoperational
levels?
• Prioritization of
gaps. Were the
gaps in results
prioritized? Based
on what criteria?

Conducting Training Needs Analysis | 36

All Summary of DECIDE WHAT TO DO Week 6 • Proposed solutions.
stakeholder TNA • Work with partners Were activities (that
s Findings toprioritize needs. is, solutions)
identified to address
TNA results
the “causes” of the
• Work with partners to gaps? How were the
identify and prioritize solutions
alternative activities prioritized?
for improving
performance.
• _ Logic model or
• Prepare a draft report of
results chain
findings both current
development. Was
results and gaps.
alogic model
• Develop required developed (or
change strategy. revised) to
illustrate the
• Conduct performance findings? Were
analysis to define
thecharacteristics
of the

Conducting Training Needs Analysis | 37

selected activities for indicators and
improving measurements (and
performance. any targets and
•Define the performance- baselines)
improvement process, elaborated in the
and establish monitoring logic model?
and evaluation plans.
• _ Capacity
•Write final reports and
create presentations building. How can
about the findings. capacity be built
within the
organization to
achieve desired
results?
• _ Final
recommendations.
What were the
recommended
actions of the needs
assessment?

Conducting Training Needs Analysis | 38

 ✓
SELF-CHECK 2.1:
ADMINISTER TNA INSTRUMENTS

Self Check 2.1

INSTRUCTIONS: Answer the question concisely.

Explain the importance of identifying the stakeholders who can provide the information
needed in the TNA? Give an illustrative example.

Conducting Training Needs Analysis | 39

 MODEL ANSWER 2.1:


Model Answer 2.1
ADMINISTER TNA INSTRUMENTS

Conducting Training Needs Analysis | 40

 
ACTIVITY 2.1: ADMINISTER TNA INSTRUMENTS

ACTIVITY TITLE: PREPARING TNA INSTRUMENT

DEPLOYMENT PLAN
Activity 2.1

MATERIALS, TOOLS : TNA Abstract, templates (if available)

INSTRUCTIONS FOR THE ACTIVITY:

1. Secure copy of the TNA abstract, analyze the identified problem and objectives of
the TNA.
2. Identify the information needed to address the problems and to meet the objectives,

3. Specify the probable sources of these information, identify who among the
stakeholders can provide the information.
4. Identify the activities, methodology and tools/instruments needed in the conduct of
TNA
5. Specify the resources needed in accomplishing the activities.

6. Considering the activities involved, the profile of the information

provider/respondents, and the kind of information to gather allocate how much time
is needed to complete the TNA Deployment.

EVALUATION:

Your TNA Deployment Plan will be evaluated based on its completeness of activities
covered, feasibility of time allocation in completing the Deployment Plan, relevance of
information gathered from each group of stakeholders/respondents to the level of
assessment being conducted.

Conducting Training Needs Analysis | 41

 PERFORMANCE CRITERIA CHECKLIST

CRITERIA
Did I…. YES NO

1. Specify the needed information that has to be reviewed.

a. Identify the type of information needed in the documents

b. Identify where to find the documents/who could be the

possible source

c. Specify the activity/ies on how to gather the document

d. Specify alternative course of action for each activity

shouldthere be challenges.

2. Allocate time appropriately

a. Itemize the complex activities in the deployment plan

b. Identify the amount of time needed to complete the

deployment activities

c. Specify time and date to accomplish each activity

Conducting Training Needs Analysis | 42


INFORMATION SHEET 2.2:

COLLECT DATA

Info Sheet 2.2

Objectives:

At the end of this lesson you should be able to:

• Identify different ways of collecting data
• Explain how each method is used in TNA
• Describe how to collect data using different gathering methods

The third step in TNA is to collect data through: i) reviewing documents

STEP 3:
on existing training (secondary data and information); and ii) conducting
Collect Data survey including interviews and observation at work.

DOCUMENT REVIEW
The purpose of conducting a document or data review is to
review a variety of existing sources (for example,
documents, reports, data files, and other written artifacts)
with the intention of collecting independently verifiable data
and information.

Needs Assessment Applications

Many times the information required to complete a needs assessment has already been
collected for other purposes. For example, similar data to what you are looking for may have
been previously collected for generating other reports, papers, or research. Ministries,
government agencies, nongovernmental organizations (NGOs), and other organizations
often collect and/or produce the valuable data or reports that can supplement your own data
collection as part of your needs assessment. The document and data review process
provides you with a systematic procedure for identifying, analyzing, and deriving useful
information from the existing documents so you can make informed decisions.

Conducting Training Needs Analysis | 43

Tips for Success
• Be systematic in your review processes. From identifying potential documents and
developing a review protocol to collectively reviewing the information attained through
the review of multiple documents, systematic processes should ensure that valuable
information is not missed during the review.

• Triangulate data to the extent possible. In other words, when the document review
yields data or information that may directly feed into the needs assessment, attempt to
locate the confirmatory data or information by examining other independent sources. If
the data or information can be triangulated, it can increase your confidence in its
accuracy.

• When multiple reviewers are tasked with the role of reviewing document sources,
provide clear and consistent guidelines to all reviewers on the procedures for
completing the protocol, checklist, or evaluation form.

Ensuring that all reviewers receive the same guidelines for the protocol, checklist, or
evaluation form will make certain that the information is identified, analyzed, coded,
and documented in a consistent and reliable manner.
The document review checklist should specify the document to review, what
information should be derived/obtained, how it relates and support other data
obtained using other data gathering methodologies.

GUIDED EXPERT REVIEWS

The purpose of conducting guided expert reviews is to gain

informed perspectives from valued experts who are outside
the system (for example, education system, transportation
system, and so on) on which the needs assessment is
focused.

Needs Assessment Applications

Under certain circumstances, you or others associated with the needs assessment can
be too familiar (or too unfamiliar) with the processes, procedures, people, tools,
resources, performance data, or other variables that influence either current or desired
performance to be able to adequately complete a needs assessment. In this situation,
reviews by experts provide valuable external perspectives that can inform your
decisions.

Conducting Training Needs Analysis | 44

You should also use expert reviews to provide balanced perspectives when there are even
minimal possibilities of internal predisposition or bias that could influence any needs
assessment processes or stages. The expert reviews may include collecting data, analyzing
information, reporting findings, and conducting other activities that lead to program
recommendations.
In your needs assessments, guided expert reviews can provide external perspectives
on the following:
• Needs (that is, the performance gaps that are the focus of decisions to be made)
• Decisions (that is, the results and recommendations of the assessment itself )

Tips for Success

• Develop and maintain a list or inventory of program review experts (especially for
larger- scale eff orts) to be used for subsequent expert review needs.
• Arrange logistics and provide onsite meeting support.

• Provide experts with specific guidelines or questions that should be used to guide the
expert review process.
• Watch out for experts who may have an agenda of their own in completing the review
(for example, making recommendations so they can gain future consulting contracts with
your organization).
• If you are inviting experts from outside contexts, equip them with some information that
will give them insight into the context in which the expert review will take place. This
approach is especially important if experts are being invited from foreign countries where
cultural and business practices may be significantly different from the context in which your
needs assessment is being conducted.
• To the extent possible, schedule the onsite expert’s review process during a time when
the organization is otherwise functioning in a generally normal way. Scheduling the review
process at this time increases the chances that the review will yield relevant results, and it
also ensures that others in the organization are not negatively affected by the presence of
outside experts.

Prepare reports on the results of each review. In the reports, identify the relationship of the
expert’s review to the needs assessment, the goal of the specific expert review, the
competencies or expertise of the expert or expert team, the type of expert review
conducted, the findings from the expert review, and the potential implications of the findings
for the needs assessment.

Conducting Training Needs Analysis | 45

INTERVIEWS

The purpose of conducting interviews is to collect

information from a single person through a format that may
range from structured, to semi-structured, to unstructured.

Needs Assessment Applications

Individual interviews can often provide in-depth context, stories, and discussion related to one
or moretopics that are pertinent to the needs assessment. Such interviews can be done in an
environment where the interviewer can ask for elaboration or explanation with follow-up
questions. Interviews also offer an opportunity for the interviewee to become familiar with the
needs assessment and its objectives. Individuals in positions of influence may also
appreciate the additional personal attention that the interview can offer as opposed to a
survey or focus group.

Tips for Conducting Interview

Conducting Training Needs Analysis | 46

DUAL-RESPONSE SURVEYS

The purpose of conducting dual-response surveys is to

collect information from a large number of people—
typically located in multiple locations— regarding their
perspectives on both current and desired performance.

Needs Assessment Applications

Surveys are commonly used for needs assessments, but many types of surveys are
available to you. The dual-response survey might be a new tool for you to consider. Surveys
can be useful tools for needs assessments because they are relatively easy to develop, their
data usually can be clearly transformed into useful information, and surveys can easily be
distributed to both large and small groups. Because surveys can require less time to
complete than interviews or focus groups, and because they can be sent to people at other
locations, they are often used in needs assessments.

The dual-response survey, as presented here, collects information regarding both the current
and desired performance, thereby providing clear data regarding the size, direction, and
relative priority of performance gaps (or needs). This type of survey gives you more options
for analyzing data than does its single-response counterpart, and it provides valuable
information that is essential to the unique goals of a needs assessment.

Tips for Success

• An abundance of literature exists about survey development, implementation, and analysis.
Developing surveys is not as easy as it may seem, so consult survey literature and survey
developers when preparing your survey.
• You should pilot test any survey questions with representatives from the target audience.

• Before releasing your survey, plan ahead on how you will analyze the results.

• If you have diverse audiences, you should not try to write one survey that fits all audiences.

• You must plan to follow up with participants who have not completed the survey after a few
days soyou can remind them of the importance of their participation.
• If you must have survey results from an important stakeholder group to be able to make
informed decisions, you should oversample that group to ensure that you get enough
responses. In other words, if you want 50 returned surveys, then you would send out 200
surveys to the group in hopes of getting at least a 25 percent response rate rather than
sending out 100 surveys with hopes of getting a 50 percent response rate.

Conducting Training Needs Analysis | 47

Tips for Writing Good Survey Questions
• Ensure a common understanding.

• Start with the more interesting questions for the audience.

• Don’t try to impress participants with big words.

• Don’t write leading questions.

• Avoid double negatives or questions with multiple meanings.

• Stay focused: don’t ask more questions than you require for making decisions.

• Put your questions in a logical order (for example, use sections or topic area headlines to
organizequestions).
• Verify that questions make sense for both response columns (current and desired).

• Don’t let your survey get too long (for example, it should take participants no more than 15
minutes to complete).

FOCUS GROUPS
The purpose of conducting focus groups is to collect
information from a small group (for instance, 5 to 12
participants) in a systematic and structured format.
An effective focus group is designed around a clear
and specific goal. Participants interact with a
facilitator who presents the participants with
questions designed to yield insight into current or
desired results in relation to a specific topic or issue.

Needs Assessment Applications

Attaining the information required to complete a needs assessment will oftentimes require that
you interview (or have a focused discussion with) a number of people at the same time. The
focus group is an opportunity to gain valuable information related to both current results and
desired results at each level of the program or project results chain.
Although focus groups can also be used to identify alternative activities to improve
performance, duringyour needs assessment it is important to maintain attention (focus) on the
collection of information that will help you identify (a) valid needs (or gaps between current and
desired results), (b) evidence to support the validation of those needs, and (c) information that
will allow you to prioritize needs before selecting a course of action for addressing the high-
priority needs.

Conducting Training Needs Analysis | 48

Tips for Success
• Have a clear and specific goal for the focus group (in other words, have and maintain a
clear focal point rather than an open conversation).

Conducting Training Needs Analysis | 49

• Engage a facilitator who is experienced in managing focus groups. Focus groups are not as
easy tofacilitate as you might expect.
• Create a survey to be given out to participants so you can capture information that may not
bediscussed in the focus group because of time limitations.
• Carefully present each of your questions to the group, and allow the group members a
couple of minutes to think about the question and to record their answers.
• Complete a test run of the focus group so you can identify potential problems, changes to
questions, or additional materials that should be available to participants.
• After a question has been answered and before moving to the next question, verbally report
back a summary of what you heard. This step confirms for the group members that they
communicated what they intended to, and it allows them to make any suggestions for
adjustments in the event that their thoughts were not accurately represented.
• Don’t be afraid to ask participants to leave if they are not willing to let others in the focus
group participate. After all, the goal of the focus group is to gain multiple perspectives on the
issues.
• If you are going to record (by video or audio) the focus group, then be sure to get the
consent of all participants. Communicate to the group members what will be done with the
video or audio recording of the session (for example, who will listen to it, how it will be stored,
how long it will be stored, and so on). Such issues have consequences for how open the
group members will feel about sharing their true opinions rather than those that they think
you (or the organization) will want to hear.
• Write down any observations that you made during the focus group. For example, note if
the audio or video equipment failed, if something unexpected took place, and so on. Such
notes may help elucidate comments when you analyze the data that you gathered through the
focus group.
• Plan for the focus group to take between 40 minutes and 3 hours.

Conducting Training Needs Analysis | 50

 ✓
SELF-CHECK 2.2:
COLLET DATA

Self Check 2.2

INSTRUCTIONS: Answer the following question concisely.

In using a particular method in data gathering, what are the important things to
remember in using them. Give at least 3 methods.

Conducting Training Needs Analysis | 51

 MODEL ANSWER 2.1:


Model Answer 2.1
ADMINISTER TNA INSTRUMENTS

Conducting Training Needs Analysis | 52

 Learning Outcome 3:
ANALYZE TNA RESULTS

LEARNING
GUIDE

Learning Resource
Steps s

1. Read : Information Sheet 3.1 Analyze TNA Information Sheet 3.1

Results
2. Answer : Self-Check 3.1 Self-Check 3.1

3. Compare answers to Model Answer 3.1 Model Answer 3.1

4. Read : Information Sheet 3.2 on Preparing Activity Sheet 3.1

TNA Report
Activity Sheet 3.2
5. Answer : Self Check 3.2
Activity Sheet 3.3
6. Compare answers to Model Answer 3.2
Activity Sheet 3.4
7. Perform Activity 3.1 Summarizing and
Analyzing TNA Data
8. Perform Activity 3.2 Preparing TNA Report

9. Facilitator evaluates output

10. If finished, proceed to Institutional

Assessment in preparation for your
National Assessment

Conducting Training Needs Analysis | 53

 INFORMATION SHEET 3.1:


ANALYZE TNA RESULTS

Info Sheet 3.1

Objectives:

At the end of this lesson you should be able to:

• identify the different kinds of data gathered

• describe how each type of data can be analyzed
• explain how different analysis techniques can be used in TNA

STEP 4: The fourth step in TNA is to analyze data gathered. The collected data
Analyze Data and information were composed of: i) secondary data/information; and ii)
Gathered survey results of the questionnaires; and iii) survey results of the group
discussion.

ANALYZING TRAINING NEEDS

Once you have the summary of data gathered from respondents using different methodology,
the data has to be analyzed following these steps and use the analysis techniques applicable:
Step 1: Performing GAP analysis
Step 2: Identifying priorities and importance
Step 3: Identifying causes of performance

Conducting Training Needs Analysis | 54

problems/opportunities Step 4: Identifying possible solutions
and growth opportunities

Conducting Training Needs Analysis | 55

There are two kinds of data: quantitative and qualitative. Numerical data are quantitative.
All other kinds of data are qualitative. Quantitative data include age of the interviewee, and
the numbers of training attended. Qualitative data include words, graphics, and
photographs.

Quantitative data can be gathered, scored, and analyzed more easily and quickly than
qualitative data. They may be summarized and presented using various kinds of tables,
charts, and graphs. In contrast, qualitative data are more difficult and time-consuming to
collect and analyze, but they provide rich and detailed information.

ANALYZING QUANTITATIVE DATA

The computer software for analyzing quantitative data such

as Excel improves the ease, accuracy and speed of data
analysis. Quantitative data analyses are limited to
descriptive statistics. These analyses basically describe the
survey data. To analyze quantitative data, create a
spreadsheet that includes all the items for which such data
were collected.

ANALYZING QUALITATIVE DATA

Qualitative modes of data analysis provide ways of discerning, examining, comparing and
contrasting, and interpreting meaningful patterns or themes. Qualitative data analysis is the
range of processes and procedures whereby we move from the qualitative data that have
been collected into some form of explanation, understanding or interpretation of the people
and situations we are investigating.

Qualitative data analysis is usually based on an

interpretative philosophy. The idea is to examine the
meaningful and symbolic content of qualitative data.
Content analysis is a procedure for organizing
narrative, qualitative data into emerging themes and
concepts. Usually associated with a quantitative
form of analysis in which the themes are counted or
measured. In practice, it is often combined with
qualitative thematic analysis to produce a broadly interpretive approach in which
quotations as well as numerical count are used to summarize important facets of the
analysis.

Conducting Training Needs Analysis | 56

After analyzing both qualitative and quantitative data, you can draw findings from each
analysis, see the consistency and contradictions, and draw common findings and
conclusions. If there is any contradiction, try to identify the reasons for it. Then you can
write a Report on Training Needs Assessment.

Conducting Training Needs Analysis | 57

TECHNIQUES IN TNA ANALYSIS
There are various ways of analysing and prioritizing results of TNA, selection would depend on
the purpose and capability of the TNA team. Here are some commonly used techniques with
their purpose and application to TNA.

GAP ANALYSIS

Gap Analysis compares two things, what is with what should be. It
often helps comparing two different states of something, the
current state and the future state. Once the gap is
identified, an action plan can be developed to bridge the
gap.

Need Assessment Application

Gap Analysis is conducted to address the unsatisfactory performance of a process. It is

common to use performance indicators to compare the current performance against targeted
performance.

Process Overview

Identifying the current and future states

Current state: A gap analysis template starts off with a column that might be labeled
"Current State," which lists the processes and characteristics an organization seeks to
improve, using factual and specific terms. Areas of focus can be broad, targeting the entire
business; the focus instead may be narrow, concentrating on a specific business process,
depending on the company's outlined target objectives. The analysis of these focus areas
can be either quantitative, such as looking at the number of customer calls answered within
a certain time period; or qualitative, such as examining the state of diversity in the
workplace.
Future state: The gap analysis report should also include a column labeled "Future State,"
which outlines the target condition the company wants to achieve. Like the current state, this
section can be drafted in concrete, quantifiable terms, such as aiming to increase the
number of fielded customer calls by a certain percentage within a specific time period; or in
general terms, such as working toward a more inclusive office culture.

Describing the gap

Gap description: This column should first identify whether a gap exists between a company's
current and future state. If so, the gap description should then outline what constitutes the
gap and the factors that contribute to it. This column lists those reasons in objective, clear
and specific terms. Like the state descriptions, these components can either be quantifiable,
Conducting Training Needs Analysis | 58
such as a lack of workplace diversity programs; or qualitative, such as the difference between
the number of currently fielded calls and the target number of fielded calls.

Bridging the gap

Next steps and proposals: This final column of a gap analysis report should list all the
possiblesolutions that can be implemented to fill the gap between the current and future
states. These

Conducting Training Needs Analysis | 59

objectives must be specific, directly speak to the factors listed in the gap description above,
and be put in active and compelling terms. Some examples of next steps include hiring a
certain number of additional employees to field customer calls; instituting a call volume
reporting system to guarantee that there are enough employees to field calls; and launching
specific office diversity programs and resources.

By using a systematic approach, you can ensure that gaps in performance are identified
correctly. Usually only those gaps caused by lack of knowledge or skills can be improved
through training. Performance deficiencies that occur because of lack of motivation,
environmental problems, or systems issues require non-training interventions such as changes
in the selection process, the performance appraisal process, or the reward system.

CONCEPT MAPPING
Concept mapping is a method used to make a visual
representation (that is, a picture or a map) of concepts or
ideas and to illustrate their relationships. Terms such as
mind map, and idea map are essentially synonymous
with the term concept map. Concept mapping can be
used for various purposes, including data collection,
consensus building, and decision making. Specifically,
they can be used for the following:
• Facilitate discussion and data collection during interviews or focus groups.
• Support decision making between potential solutions for a given gap.
• Engage in pattern matching for the purpose of consensus building in relation
to need identification.
• Identify organizational priorities.

Concept maps can be created by either a single person or a group of people. In the case of a
single person creating a concept map, the purpose might be to identify the key ideas relative
to a given problem. When concept mapping is used in a group setting, its purpose can be to
identify and show the relationship between units within an organization, to brainstorm ideas or
solutions, or to systematically identify priorities or plan new approaches.

When the concept maps are interpreted during the concept mapping session, consider
actively involving the participants in the decision-making process. However, the extent to
which in-depth statistical analysis can be done during the concept mapping session is very
restricted. Most of the analysis you would do in session will fall into categories such as the
following:

Conducting Training Needs Analysis | 60

• Coding: Participants work with the facilitator to set up a simple coding scheme that is
related to the focus area of the concept map. The group then works together to code
concepts or clusters on the

Conducting Training Needs Analysis | 61

concept map according to the coding scheme. Trends in the concept map data can be
analyzed by doing frequency counts on the frequency of each of the code categories.
• Rank ordering: If participants have been asked to use a predetermined scale to rate
concepts or clusters of concepts, then you may consider using rank ordering. In this case, you
would ask all participants to report the rating they assigned for each cluster or concept. Add up
the total rating values per cluster or concept (depending on the unit of analysis), and place the
values in rank order according to a dimension relevant to the focus statement for the concept
map.

Tips for Success

• Be sure that you have clearly spelled out the focus area for the concept map prior to
the concept mapping session.
• To increase the comfort level of the participants, explain the concept mapping process
tothem.
• Reiterate that their names will not be directly tied to their contributions to the concept map
(if applicable).
• If the participant(s) in the concept mapping session have never worked with concept
maps before, consider illustrating the process with a simple example.
• During the initial brainstorming session, include all contributions in the concept map.

• Do not worry about the look or structure of the concept map until the “structuring” phases
of the concept map come around.

Conducting Training Needs Analysis | 62

 • Verbally repeat participants’ contributions to the concept map as they express
them. Doing so will ensure that the concept map is the most accurate reflection
possible of the participants’ contributions.
• If all participants will collectively work on clustering concepts, use simple strategies
to make it visually easy to identify which concepts are being assigned to which
clusters. For example, use the same color for all concepts assigned to the same
cluster.

ROOT CAUSE ANALYSIS

The goal of a root cause analysis (RCA) is to identify the contributing causal factors that
have led to a performance problem.

Needs Assessment Applications

Identifying gaps between current and desired performance is the primary goal of a needs
assessment, yet alone this information is not adequate for making decisions about what to do
to improve performance. An RCA is, therefore, a useful tool for examining the contributing
factors that are preventing current achievements from matching your desired
accomplishments. An RCA offers a systematic process that can help you determine which
processes, procedures, tools, or policies (or combination of the three) are limiting
performance and leading to the needs found in your assessment.
Identified root causes can then be targeted by the solution recommendations coming out of
the needs assessment. Later, the results of the RCA can also be monitored to ensure that
organizational changes are having the desired effect and to avoid suboptimization (where
improvements in one area lead to new problems in other areas). The ability of the RCA to
provide this valuable information makes it an integral component to most need assessments.

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Process Overview

1. Identify a discrepancy in performance (or need) from the information you have collected thus
far in the needs assessment. Frequently, you will only want to complete an RCA for the
highest-priority needs so that you can save resources.
2. Create a plan for analyzing the identified need (gap in results). In many ways, the steps of
the analysis will often look like a miniature needs assessment within the broader needs
assessment. For instance, use a variety of techniques—interviews, focus groups, and
document or record reviews—to collect information on the causal factors leading to the
performance problem. That information will then be used to identify and prioritize the causal
factors and their relative attribution to the performance gap.
3. Remember that your analysis may take from a couple of hours to a week or more,
depending on the performance issue. Consequently, as you develop your plan, be sure that
you take the scope of the analysis into account when developing a budget and schedule.

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4. Know that sometimes your RCA will be driven by a need that is directly related to a specific
situation or incident (for instance, you find out that a staff member is using your organization’s
procurement procedures to make fraudulent transactions or to cover up bribes to a local
official). In those cases, it is especially important to start by determining exactly what
happened and where the processes, procedures, training, policies, or regulations failed to
prevent the incident in the first place.
5. Observe that in other cases, however, the need will not be generated by any single event
(such as when an agency fails to meet its annual performance targets for two years in a row).
In those situations, it is more challenging to determine which events, policies, procedures, or
other activities led to the gap in performance. The RCA processes work effectively in both
situations, though the tools and techniques for collecting information may differ.
6. Understand that the analogy of peeling an onion is often associated with RCA because
causal factors are frequently many layers deep. At the beginning of the analysis, the causes
of the need may seem easily identified.
For example, you may initially find through interviews with managers that a procurement
problem is caused by younger staff officers who do not have the experience or training to
manage procurement matters. But that is only the first layer. Later, when you talk to staff
members you might learn that because of time constraints and inadequate staffing, training
is offered only twice a year and contains outdated information. Again, however, as you peel
away the next layer and talk to the training department about why the course is offered only
twice a year, you may discover that the training department only has a budget to offer
training twice a year.
7. As is often recommended, ask the question “Why?” at least five times so you can peel
away the layers of causal factors.

Problem Statement: In rural areas of the country, the number of female students
completing primary school education is significantly below the desired results.
1. Why are female students in the area not completing primary school?

– Because very few of them ever start primary school.

2. Why do they not start primary school?

– Because it is a great burden on their family to have them go to school.

3. Why is it a great burden?

– Because it is expensive to send a child to school.

4. Why is it so expensive?

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– Because school fees must be paid for each child.

5. Why are there additional fees for attending school?

– Because to get a teacher to come to a rural school, the village must supplement the
teacher’s salary.

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8. Review the information you have collected at each layer of the RCA to identify and prioritize
the causal relationships. For instance, using that information, you might determine that the
primary causes leading to the performance issue are related to motivation and incentives, with
lesser causes being knowledge, skills, and available time to complete required procedures. In
the end, you want to have a prioritized list of all the causal factors you identified during your
analysis.
Ask several of the participants who provided you with information during your analysis to
review the prioritized list of causal factors. Each participant should review the list to
determine whether (a) all of the causal factors are identified, (b) all of the relationships
between the causal factors are taken into account, and (c) the highest- priority factors are
those that contribute most significantly to the need.

Tips for Success

• Don’t assume that the first causal factor that people tell you about is the root cause of
the performance problem. Take time and ask lots of questions as you peel away the
layers of causal factors to identify all of the factors leading to less-than-desirable results.
• Focus on what components of the performance system (activities, processes, procedures,
equipment, rules, policies, interpersonal relationships, and so on) are limiting the achievement
of desired performance.
• Avoid shifting the focus to any solution, intervention, or activity that might be recommended
during the analysis. Make note of the recommendation, and maintain your focus on the causal
factors. Later, all of the recommended activities for improving performance can be compared
and assessed for their potential value (both singularly and in various combinations).

FISH BONE DIAGRAM

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Purpose
Needs Assessment Applications
Fishbone diagrams are often used in needs assessment to assist in illustrating and
communicating the relationships among several potential (or actual) causes of a performance
problem. Likewise, these graphical representations of relationships between needs (or
discrepancies between desired and actual results) offer you a pragmatic tool for building a
system of performance improvement interventions—for

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instance, a combination of mentoring, using job aids, training, enhancing motivation, and
arriving at new expectations— around the often complex relationships found across potential
(or actual) causes.

Process Overview
1. Identify gaps between the results (or performance) that are required for the successful
accomplishment of your program’s or project’s results chain (also commonly referred to as
a results framework, logic frame, or logic model) and the current achievements to date.
2. Generate a clear, concise statement of the need(s). Make sure that everyone in the
group agrees with the need as it is stated.
3. Using a long sheet of paper or a white board, draw a horizontal line. This line will be the
spine of the fish. Write the need along the spine, on the left-hand side.
4. Identify the overarching categories of causes of the need. Brainstorming is often an
effective technique for identifying the categories of causes. For each category of causes, draw
a bone—a line at a 45-degree angle from the spine of the fish. Label each bone with the cause
categories; for instance, categories could include materials, knowledge or skills, time,
motivation, incentives, performance feedback, and others.
5. Have the group brainstorm to identify the factors that may be affecting the cause or the
need or both. For each category of causes, the group should be asking, “Why is this
happening?” Add each “why” to the diagram, clustered around the major cause category it
influences.
6. Repeat the procedure by asking, “Why is this happening?” for each effect until the question
yields nomore meaningful answers.

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7. When the group has reached a consensus that the diagram contains an adequate
amount of information, analyze the diagram. In particular, look for causes that are
appearing in more than one section of the diagram.

8. Circle anything that seems to be a root cause for the need. Prioritize the root causes, and
decide totake action, a move that may involve further investigation of the root causes.

Tips for Success

• Make sure that the group has consensus about both the need and the
characteristics of the cause statement before beginning the process of building the
fishbone diagram.
• If appropriate, graft (add) branches that do not contain a lot of information onto other
branches. Likewise, you can split branches that have too much information into two or
more branches.
• Make prudent use of words while populating the fishbone diagram. Only use as many
words as necessary to describe the cause or effect.

2X2 MATRIX DECISION AIDS

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Purpose
The purpose of a 2 X 2 matrix decision aid is to examine multiple perspectives on issues
identified during a needs assessment. A number of perspectives can be compared in the 2 X 2
matrix format (for instance, risks vs. rewards, your view vs. the view of others, what you know
vs. what you don’t know, or urgency vs. importance). Therefore, we have combined these
techniques on the basis of their shared similarity of using the 2 X 2 matrix to represent
alternative perspectives.

Needs Assessment Applications

Needs (or gaps between current and desired results) are viewed from many perspectives
within an organization, which can make the findings of an assessment challenging to
prioritize and to turn into justifiable decisions.
For example, when gaps between current and desired results are identified, the
perspectives of individuals directly associated with the performance (for example, public
service providers) will often differ from the perspectives of those who depend on the results
(for example, general public, customers, and so on). Likewise, perspectives on the amount
of potential risk that can be tolerated in relation to the potential benefits will also vary across
individuals and groups—including the views of

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partners internal to your organization (such as managers from other units, technology
specialists, and others) and those external to your organization (such as government agency
staff members, development partners, community groups, and others).
Use 2 X 2 matrix decision aids to assist in identifying the priorities, selecting solutions or
activities, facilitating group discussions, or verifying that you have examined the issues
identified in the needs assessment from multiple viewpoints. Although examples of 2 X 2 matrix
decisions aids are used in this guide to illustrate the value of the technique, you can substitute
these examples with other examples within the context of your assessment. The 2 X 2 matrix
format allows you to compare and contrast a variety of perspectives in an easy-to-complete
format.

Process Overview

1. Create either a list of the needs (or gaps in results) that were already identified in the
needs assessment process or a list of the potential activities (or solutions) that you are
considering as recommendations that are based on the needs identified during the
assessment. It is best not to mix the two (needs and solutions). If you want to gain
perspectives on both the prioritization of the needs and the prioritization of potential
interventions, then conduct two separate applications of the 2 X 2 matrix decision aid.
2. Identify representatives from other groups with varying perspectives on the issue (for
instance, agency managers, new employees, field employees, central or headquarters
employees, donor institution representatives, government ministry officials, community
members, or other development partners).

Example of Risk vs. Rewards

1. Provide the representatives with the issues identified during the needs
assessment (for instance, needs or potential activities), and ask them to identify
the associated risks and rewards for each issue. For example,
• What are the associated risks and rewards of addressing or not addressing the
identified need?
• What are the associated risks and rewards of implementing or not
implementing this activity?

2. Note that the analysis combines perspectives to examine the risks and rewards of
taking or not taking action. Work with assessment partners to come to an agreement
about the risks and rewards included in each 2 X 2 matrix.

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 3. Create a 2 X 2 matrix to illustrate the associated risks and rewards for each issue.

4. Review the complete 2 X 2 matrix with your needs assessment partners, along
with recommendations of how to expand the needs assessment to address gaps
between what is known and what is unknown.

Tips for Success

• Before getting started, discuss with participants the specific goals you are hoping to
accomplish by using the 2 X 2 matrix decision aid.
• Work with group members to include factors in all four quadrants of the matrix. Leaving
quadrants of the matrix empty will limit your ability to make quality decisions.
• Focus each 2 X 2 matrix on just one need or potential solution. It can be tempting to
save time by combining needs or solutions, but doing so typically leads to general
discussions rather than to a focused decision.
• Strive to include at least three items in each of the four cells of the 2 X 2 matrix.

• Remember that a decision not to take action (or not to address a need, or not to implement a
solution) is a decision that carries potential risks and rewards, just as does a decision to take
action.

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PAIR WISE COMPARISON

Purpose
The pair-wise comparison technique is used when you have multiple options to prioritize. It
helps you to narrow the options according to a set of agreed upon criteria. It may be used to
prioritize or rank needs (that is, gaps in results) or possible solutions (that is, interventions or
activities) to address those needs.

Needs Assessment Applications

A pair-wise comparison is a simple, yet effective, tool for facilitating group decisions that are
based on the information collected during a needs assessment. This analysis technique is a
worthwhile tool for prioritizing needs, determining the relationships among multiple causal
factors, or recommending potential improvement activities. Whenever you have multiple
options or alternatives to consider, you can quickly use a pair-wise comparison to advance
group discussions toward a decision.

Process Overview
1. Make sure that the analysis process begins (as is typical) with (a) two or more needs, (b)
two or more alternative interventions, or (c) activities that were previously identified as
potential solutions to a need. Although you can complete the analysis for the number of
potential needs solutions that you have, the time and eff ort required to collect valid
information for comparison typically necessitates that you limit the analysis to no more than
five or six of the most likely contenders.

2. List the possible options in both the first column and the first row of the pair-wise
comparison table. Working with those who will be making the decision or recommendation,
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discuss the performance criteria required of alternatives.

Examples of Criteria for Comparing Needs and Solutions

Example criteria for comparing needs could include the following:

− Number of people influenced by the continuation of the need
− Availability of partners to help address the need
− Anticipated costs to meet the need
− Increasing severity of the need over time
− Alignment of the needs with the institution’s mission
Example criteria for comparing solutions could include the
following:
− Total time required

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 − Cost of the activity over the first year
− Environmental impact
− Results expected after six months
− Feasibility of implementation

3. Talk with others about the most important criteria (or attributes) to making the decision
(time, cost, number of outputs, client satisfaction index, number of injuries, ability to
accomplish desired outcomes, and so on). Typically, consider no more than two to three
criteria for any decision.

4. If you are in a group setting, write the agreed-upon criteria on a whiteboard or flip chart.

5. Ask participants who will be making the decision or recommendation to keep each of the
discussed criteria in mind as they compare each option using the pair-wise comparison tabl.
For example, is Option A or Option B the preferred option according to the discussed
criteria? Then, is Option A or Option C the preferred option, and so forth. Continue until all
options have been compared.

6. Have participants count the number of times each option appears in the table. The option
that was selected the greatest number of times, in comparison with the alternatives, is the
leading option.

7. Review the analysis carefully, noting that this technique does not directly facilitate the
comparison of combinations. Discuss with participants the results of the analysis so that you
can make decisions or recommendations, with the analysis results being one of the primary
inputs to the decision.

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MULTIPLE CRITERIA ANALYSIS

Purpose
The purpose of multi-criteria analysis is to systematically provide a quantitative
comparison across multiple options.

Needs Assessment Applications

Multi-criteria analysis is a valuable tool for making decisions on the basis of information
collected during a needs assessment. This analysis technique, which is based on the multi-
attribute utility analysis frequently used by engineers and architects to select
materials,provides a systematic process of assigning and weighing quantitative (or numeric)
values to a variety of potential performance- improvement programs and projects. Thus, it
provides you with a justifiable process for determining what actions should be taken. As such,
multi-criteria analysis is a worthwhile tool for comparing across potential improvement
activities, which can be particularly beneficial in organizational sectors (such as financial,
manufacturing, aviation, construction, disaster management, and so on) that especially value
quantitative and systematic comparisons of alternatives.

Process Overview
1. Understand that the multi-criteria analysis process typically begins when two or more
alternative interventions or activities have been identified as potential solutions to a need.
Although you can complete the analysis for as many potential solutions as you have, the
time and effort required to collect valid information for comparison typically will necessitate
that you limit the analysis to the most likely contenders.
2. Identify (a) the most important criteria to making the decision and (b) the performance
criteria (attributes or characteristics) required of alternative solutions. Typically, consider no
more than five to eight attributes for any decision. Example criteria could include the
following:
Results you can expect after six months
− Total time required

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− Number of outputs
− Client satisfaction
− Feasibility of implementation
− Environmental impact
− Ability to accomplish desired outcomes
− Cost of the activity over the first year
− Safety expectations
− Number of people who will be working on the project in the first month

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3. Note any “must have” (or “must not have”) attributes. For instance, if an activity or
intervention must not cost more than the budget set by the organization, then this attribute
provides a cap at which alternatives that go beyond the budget are no longer considered.
Likewise, if minimal improvements in results must be demonstrated after three months, then
potential solutions that cannot meet those specifications should also be dropped.
4. Depending on the context of your decision and as a useful technique, apply weighting to
the diverse criteria. The weights differentiate criteria according to their relative importance to
the decision. For example, as you select among alternative irrigation technologies, the cost
criteria may be twice as important to the decision as the time it will take to implement the
technology.
5. To establish weights, discuss the criteria with those who will be part of the decision-making
process. During the discussion (which could apply a survey, interview, or focus group
technique as an alternative), you should ask questions to establish the relative importance of
each performance criteria that you identified in the previous step.
6. In both establishing criteria to apply and weighing those criteria relative to one
another, use a number of techniques either separately or in combination, including the
following
a. To assist decision makers, consider using a 100-point system (or ratio method). For
instance, of the 100 total possible points, a decision maker may assign 60 points to the
maximum achievement of desired results, 40 points to cost, and 20 points to the
number of staff members assigned to the project. Each value can then be divided by the
total so that a percentage can be calculated. For example, if participants indicate a
weight, on average, of 70 out of 100 for the cost criteria, then .70 would be the weight
assigned to cost.

b. Use hypothetical trade-offs to prioritize criteria or set weights. For instance, ask
partners whether they would prefer for the project to be completed several months late
and achieve all of its objectives or for it to be completed on time but not achieve all of its
objectives.

Those establishing the criteria, thereby, have to make trade-offs regarding which
criteria are most important or should have the greatest weight in the decision.

c. Also include costs in the establishing of weights by using the pricing out method
combined with trade-offs. This method would, for example, ask those establishing the
criteria if they would prefer for the project to be completed two months late but on
budget or for the project to be completed on time but 2 percent over the set budget.

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d. Consider the swing method. Imagine, for example, that all of the criteria being
considered were at their worst possible level (for instance, the project achieves none of
its goals), then ask those establishing the criteria to identify which criterion they would
want to “swing” to the highest potential level (for instance, the project achieves all of its
goals), and assign this criterion 100 points. Next, ask which of the remaining criteria
would be second-most important and swing its potential value. In points, how does the
second criterion relate to the previous criterion (for instance, completing the project on
budget might be assigned 80 points in relation to 100 points

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 for completing all project goals)? Apply this method until you have identified the criteria
to beapplied or assigned weights to each criterion.

7. Now that you have your criteria (and weights for each when appropriate), it is time to rate
each alternative activity on each of the criteria. It is important to use the same scale for each
attribute. For example, if you select a scale from 1 to 10 for rating the attribute of client
satisfaction (with 10 being given to alternatives that will achieve the highest levels of client
satisfaction), then you would also rate the cost attribute from 1 to 10 for each alternative (with
10 being given to the alternatives whose cost are most closely aligned with the desired
budget).
8. Create a table or spreadsheet with the performance attributes listed in the columns along
the top and the potential solutions listed in the rows. For each alternative intervention or
activity, include an estimate for each performance criterion.
9. Review the results of the analysis. Just because a single alternative scores the highest
doesn’t always mean that it is by itself the right choice.
10. In most needs assessments and as a useful approach, consider a combination of
alternative activities rather than viewing each option as mutually exclusive. You might find
that combining alternatives accomplishes desired results and moderates the potential risks of
any activity on its own..
11. Use the results of the analysis and your interpretation of those results as you present
decision makers with recommendations about which alternative solutions they should
consider.

Note: Also consider using the multi-criteria analysis technique to prioritize or rank needs (that
is, gaps in results). In this application of the technique, you would work with decision makers to
identify the criteria on which they would compare needs in order to set priorities (for example,
the numbers of people affected by the continuation of the need, the availability of partners to
help address the need, the costs to meet the need, the increasing severity of the need over
time, and so forth). Then ask decision makers to compare each option using those criteria.

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Tips for Success
• Don’t get carried away with adding too many variables to the comparison. It is best
to stick to the top five or six highest-priority variables and then to collect valid
information for each alternative intervention or activity.
• Remember that no rule says you can select only one activity or solution. As you
complete the analysis, keep in mind that a combination of one, two, three, or more
potential activities or solutions may be the right choice for your organization and the
identified need.
• As another alternative, ask participants to choose from options that include different
levels of performance characteristics (for example, would you choose a solution that
achieves 80 percent of the desired results over the next three years if it costs twice as
much as the solution that achieves 50 percent of the desired results?). Each question in
this format should include at least two of the performance characteristics at opposing
levels so that you can move participants toward making a decision about which are the
higher-priority characteristics in relation to the others. This procedure is an adaptation of
analytic hierarchy process, another form of multi- criteria analysis.
• Use multi-criteria analysis in conjunction with other tools and techniques described
in this section to ensure that valuable decisions are made about which
performance-improvement programs and projects should be implemented.

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 ✓
SELF-CHECK 3.1:
ANALYZE TNA RESULTS

Self Check 3.1

INSTRUCTIONS: Answer the following question concisely.

What technique will you use for gap analysis, prioritizing alternatives and identifying
solutions and recommendations for TNA? Explain you answers.

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 MODEL ANSWER 3.1:


Model Answer 3.1
ANALYZE TNA RESULTS

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 INFORMATION SHEET 3.2:


PREPARE TNA REPORT

Info Sheet 3.2

Objectives:

At the end of this lesson you should be able to:

• Identify the parts of a TNA report
• Describe the content of each part of the TNA report
• Explain how TNA report can provide stakeholders with feedback on the conduct
of TNA

TNA REPORT FORMAT

STEP 5:
The fifth and final step of TNA is to provide the stakeholders concerned
Provide
with feedback on the survey results, then to receive their comments to
Feedback
reflect on the report.

In preparing the TNA report the following has to be given considerations.

I. Introduction and Background

This section describes the purpose and objectives of the needs assessment and the
specific questions the needs assessment investigate. This should also include
description of the sector’s situationaire to justify the TNA initiative. The description of the
stakeholders and the significance of the TNA results to them.
II. TNA Methodology

This section describes the methods used to collect the data and information presented
in the “Key Findings” section of the report.
Data Collection --You should briefly describe each data collection method used and
the give the rationale or the justification for their use..
🠶 Survey – include a description of who is in your survey sample, and how representative
the sample is of your target respondents.
🠶 Focus Group – include a description of the group(s) that participated.

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 🠶 Sample Sizing describe the sampling method you used in the TNA and
the reason for using such.
🠶 Secondary Data Sources (e.g., other internet research, documents
reviewed and professional journals used)
Strengths and Limitations
🠶 Here you should describe the main strengths of your study, as well as any
considerations that you want your audience to be aware of as they read
and interpret the key findings. An example of a strength may be that there
are many sources of information included in your Needs Assessment. An
example of a limitation may be that due to resource constraints, you were
unable to send the survey to members of the population beyond existing
students.
Training Needs Analysis Techniques
🠶 Here you should describe the details on what specific TNA techniques
are used in identifying the skills gap, the cause of the problem, making
decision and prioritizing course of action.
III. Key Findings
This section summarizes the findings elicited from the data collected. Below are some you
might include:
a. Local Employer Needs and Growth Occupations

This section summarizes the local employer needs, growth occupations, and necessary
workforce skills gathered from publicly available data sources.
b. Profile of the respondents (Sample Size and Description)

This is where you include the summary of information calculated using the Sample
Sizing techniques and the demographics of the respondents.
c. Competitor/Collaborator Information

You may want to include a table listing other local organizations and agencies that
provide workforce development/ training or support services for the target
population.
d. Respondents Current Level of Competence/ Priority Skill Needs

This section describes the following types of findings as collected by survey and/or
focus groupdata:
•Workforce Training Courses/ current level of competencies
•Career Services and Supports/ identified skills gap
IV. Recommendations for Program Planning

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 This describes the implications from the data and suggests next steps for your
organization in addressing the identified needs.
These suggestions should include recommendations for programs and ways to
make the program accessible to the target participants.
V. Appendices
You should include in the appendix the data collection instruments used, such as the
survey and focus group questions. The study timelines and minutes of tool of
validation.

Here a sample section of TNA Report expressing how the methods are implemented.

In PILAC, the following methods were used for data collection. A stratified sampling method
was usedby selecting respondents. The following analyses were used.
❑ Review of Secondary Data/Information

Review of i) existing data and information on the decentralization process, regulations

(PRAKAS and LAW), and policy paper (Strategy on D&D) in the realms of training materials
produced by the MOI; and
ii) research papers produced by research institutes and other donors, especially UNDP and
GTZ, on capacity development for the MOI officials and commune council members in the
area of D&D.
❑ Individual Survey (See Appendix 1)

The TNA Questionnaire was designed to make it both simple and relatively quick to complete
by providing boxes to tick in most categories rather than requiring written responses. Such
design increased staff participation. The TNA Questionnaire covers the following: i) individual
job description;
ii) level of knowledge on D&D; iii) training attended; iv) training needs for specific knowledge
and skills; and v) problems identified in terms of performing the duties more effectively. Filled
copies of the questionnaire were collected after group interviews.
❑ Group Discussion (See Appendix 2)

In addition to the TNA Questionnaire, a total of 39 group discussions on a variety of training

needs were held with officials. A document titled “Guide Questions” was prepared to obtain an
organizational perspective on training requirements and verify the results of the TNA
Questionnaire. The following were the main topics for discussion: i) tasks and jobs; ii) level of
knowledge on D&D; iii) training sessions attended; iv) training need; and v) problems identified
in terms of performing the work duties.

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 ✓
SELF-CHECK 3.2:
PREPARING TNA REPORT

Self Check 3.2

INSTRUCTIONS: Answer concisely.

What are the different parts of a TNA report? Describe briefly each part.

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 
MODEL ANSWER 3.2:
PREPARING TNA REPORT

Model Answer 3.2

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 
ACTIVITY 3.1: ANALYZING TNA RESULTS

ACTIVITY TITLE: Summarizing and Analyzing TNA Data

Activity 3.1

Objectives:

This activity intends to provide you with authentic experience on the

following:

• Summarizing the data gathered based on the accomplished TNA instrument

• Use Ms Excel or any spreadsheet software in summarizing data
• Use appropriate TNA analysis tool to infer the implications of the summarized data.

MATERIALS, TOOLS : TNA Abstract, Accomplished TNA instruments,

spreadsheet (electronic),

INSTRUCTIONS FOR THE ACTIVITY:

1. Collect all accomplished TNA instruments, and assign each accomplished

questionnaire a respondent’s code. Ex. Srvy-rsp-001 which stands for survey
respondents #1; or Intrvwe-001 which stands for interviewee #1.
2. Using Ms Excel or other spreadsheet software, create a database of all the items in
the TNA instruments and encode the answers of the respondents. Your database will
depend on the design of your TNA instruments. Ex.

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74
 3. Once all answers are encoded, refer to your TNA Abstract and apply the specified TNA
analysis techniques. Ex.

4. Present your analysis and interpretation in tabular, graphical or textual presentation. Ex.

5. All data are analyzed and presented proceed to writing your conclusion,
recommendations and your course of action.

EVALUATION:
Your TNA Analysis will be evaluated based on the appropriateness of the TNA Analysis
tool you used and the clarity of presentation and interpretation of data
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 PERFORMANCE CRITERIA CHECKLIST

CRITERIA
Did I…. YES NO

1. analyze Information using reliable and valid data analysis

methods

a. Tally the respondents answers using spreadsheet

b. Identify the analysis tool to use (gap analysis, concept

map, root cause, etc)

c. Presented information clearly using table, graphs and texts

d. Deduce the information from analyzed data

2. determine skills gaps that can be addressed through

training or other intervention

a. presented the skills deficiency of the respondents

b. identify the level of importance of the skill gaps

c. prioritize skill gaps as result of analysis

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 
ACTIVITY 3.2: ANALYZING TNA RESULTS

ACTIVITY TITLE: Preparing TNA Report

Activity 3.2

Objectives:

This activity intends to provide you with authentic experience on the following:

• write the TNA report based on the recommended format

• use appropriate writing and citation style
• Use appropriate TNA analysis tool to infer the implications of the summarized data.

MATERIALS, TOOLS : TNA Abstract, analysis results

INSTRUCTIONS FOR THE ACTIVITY:

1. The “Analysis Report Template” tool will help you prepare a clear, readable, and
concise presentation of the results of your analysis activities.
2. Each of the components in the report should be addressed.
TNA ANALYSIS REPORT
Executive: This section presents an overview of the analysis findings in a format that
allows decision makers to make important decisions effectively and efficiently

Introduction: This section introduces the major sections of the report as well as the
primary people involved in conducting the analysis and producing the report. The client is
also clearly identified.

Background: This section describes any information which is needed to provide the
reader with an understanding of the background for the analysis, e.g., who initiated it and
why.

Purposes: This section describes the purpose(s) of the analysis. For example, a needs
assessment might be done to detect training or education needs that aren’t being met by
existing programs. Or a needs assessment might be done to confirm the existence of
needs or clarify the nature of needs that others have perceived. A job or task analysis
might be undertaken to collect information directly related to the nature of the interactive
multimedia product under development.

Limitations: This section spells out any limitations to the interpretation and generalizability
of the analysis. It should also describe threats to the reliability and

Conducting Training Needs Analysis | 77

 validity of the instruments (e.g., questionnaires, interview protocols, or focus group
protocols) used in the analysis.

Questions: A key element of an effective analysis is careful specification of the questions

to be addressed by the analysis methods. The clearer and more detailed these questions
are, the more likely that you will be able to provide useful answers to them. It is usually a
good idea to collect needs assessment data in several ways from several sources,
especially in projects that are quite costly.

Methods: This section describes the analysis techniques used such as observations and
surveys. Step-by-step descriptions of what was done should be provided.

Sample: This section describes the students, trainers, and other personnel included
in the analysis.

Instrumentation: This section describes all the instruments and tools that were used
during the analysis. Copies of the tools should be included in the Appendices.

Results: This section spells out the findings. Graphs and charts should be used wherever
they are appropriate.

Recommendations: This section presents recommendations based upon the findings

report in the previous section.

Summary: This section presents a brief “easy to digest” synopsis of the report.

References: This last section lists the sources reviewed or consulted during the analysis.

3. It is a good idea to have the report reviewed by a team member or an expert before
presenting it to your client.

EVALUATION:

Your TNA Report will be evaluated based on the appropriateness of the writing style
used and the clarity and conciseness of explanations, completeness of the TNA Report
components.

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 PERFORMANCE CRITERIA CHECKLIST

CRITERIA
Did I…. YES NO

1. Conclusions on training needs are prepared and supported by

evidence and consistent with research objectives

2. Clients are provided with options for meeting identified training

needs

3. Report is prepared and clients are provided with advice and

recommendations on training needs

a. Write the components of TNA report clearly and concisely

b. Organize the report for ease of use and comprehension

c. Include all pertinent documents as appendix

(questionnaire, communications, TNA Deployment Plan,
etc.)

d. Used writing and citation style correctly

Conducting Training Needs Analysis | 79

 BIBLIOGRAPHY

o ADDIE: Training and Development Professionals' Guide - Benefits of Training Needs

Analysis.
o Retrieved from: https://www.youtube.com/watch?v=TJZNP5PC6X4 APA Citation Style
6th Edition.
o Assessing Training Needs: Designing Surveys that Works. Retrieved from:
https://www.youtube.com/watch?v=cdeVJkOd964
o Barbazette, Jean, (2006). Training Needs Assessment: Methods, Tools, and
Techniques. SanFrancisco: Pfeiffer.
o Barbazette, Jean, (2006). Training Needs Assessment: Methods, Tools and
Techniques.
o Frank, Darlene, (1996). TerrificTraining Materials: High Impact Graphic Designs. N.p.:
HRD Press. Gap Analysis, (2018). https://citoolkit.com/articles/gap-analysis/
Continuous Improvement Toolkit
o 2018
o Garry Platt. From Performance Gap to Needs Analysis. Retrieved from:
https://www.youtube.com/watch?v=bJKowt50a0Y
o Garry Platt. When is a Performance Gap a Developmental Need? Retrieved from:
https://www.youtube.com/watch?v=aNLWK0p22y4
o GarryPlatt. What is Identification of Training Need? Retrieved from:
https://www.youtube.com/watch?v=8eYypAULJHE
o Gupta, Kavita, (2007). A Practical Guide to Needs Assessment. San Francisco:
Pfeiffer,. Hassell--‐Corbiell, Rives, (2001). Developing Training Courses: A Technical
Writer’s Guide to
o Instructional Design and Development. Tacoma, Washington: Learning Edge
Publishing.
o How to do Training Needs Analysis. Retrieved from:
https://www.youtube.com/watch?v=Vvuc9nXPcFY Introduction to Gaps. Analysis.
Retrieve from: https://businessanalystlearnings.com/ba-
o techniques/2016/11/22/an-introduction-to-gap-analysis. Business Analyst Learnings
o John R. Training Needs Analysis. UNIQUE new tool - The Knowledge & Experience
(K&E) Grid.
o Retrieved from: https://www.youtube.com/watch?v=UZliJk47bjs
o McConnell, John H, 2003. How to Identify Your Organization’s Training Needs. New
York: AMACOM. MOI/DOLA, 2004. Training Needs Assessment, Phnom Penh.
o Purdue Online Writing Lab. Paraphrase: Write It in Your Own Words
https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasi
ng_and_s ummarizing/paraphrasing.html Accessed August 1, 2018
o Purdue Online Writing Lab. Quoting, Paraphrasing, and Summarizing
Conducting Training Needs Analysis | 80
 https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasi
ng_and_s ummarizing/quoting_paraphrasing_and_summarizing.html Accessed
August 1, 2018
• StatPac Inc, (2007). Retrieved from:
http://www.statpac.com/surveys/sampling.htm The 4+1 methods for
Identifying Training Needs - Meirc Webinar
▪ https://www.youtube.com/watch?v=NEpAzVAzcEE
• Training Needs Analysis or TNA. Retrieved from:
https://www.youtube.com/watch?v=X3cSAjHDeag
• Training Needs Analysis. Retrieved from:
https://www.youtube.com/watch?v=7S9OiiaB1kg

Conducting Training Needs Analysis | 81

 Appendix 1.

CORE COMPETENCIES

UNIT OF COMPETENCY : CONDUCT TRAINING NEEDS ANALYSIS

UNIT CODE : TVT232307

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required to
undertake a training needs analysis to identify the training
needs of individuals or organization.

PERFORMANCE CRITERIA
ELEMENT
Italicized terms are elaborated in the Range of Variables
1. Develop instruments 1.1 Discussions are held with clients to identify objectives,
for TNA expectations and other requirements
1.2 Issues to be addressed are identified and analyzed to
determine impact on client objectives and requirements
1.3 TNA respondents/target group is established based on the
objectives and requirements
1.4 Appropriate method for collecting information and data on
current, emerging and future training needs is selected and
research plan is developed and finalized with concerned
person/s
1.5 TNA instruments are formulated following the prescribed
format

2. Administer TNA 2.1 Orientations regarding the study is conducted and TNA
instrument instruments are disseminated to identified respondents
2.2 Filled up TNA instruments are gathered in accordance with
procedures appropriate to the method selected

3. Analyze TNA results 3.1 Information is analyzed using reliable and valid data analysis
methods to determine skills gaps that can be addressed
through training or other intervention
3.2 Conclusions on training needs are prepared and supported by
evidence and consistent with research objectives
3.3 Clients are provided with options for meeting identified training
needs
3.4 Report is prepared and clients are provided with advice and
recommendations on training needs

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RANGE OF VARIABLES

VARIABLE RANGE
1. Clients Client include but not limited to:
1.1 Internal or external client
1.2 Enterprise
1.3 Industry sector
1.4 Professional association
1.5 Community organization
1.6 Government organization

2. Objectives Objectives include but not limited to:

2.1 Focus on individual trainee objectives, such as new skills,
specific competencies, target qualifications, career
advancement
2.2 Focus on productivity improvement
2.3 Focus on administrative and records management system
2.4 Focus on satisfying legislative or government regulatory
requirements
2.5 Involve specific learning support systems
2.6 Reflect individualized organizational training and skill
requirements
2.7 Be affected by national policy and funding parameters

3. Methods for collecting 3.1 Surveys, interviews, discussions, focus groups

information 3.2 Critical incident technique
3.3 Observation of personnel at work
3.4 Accessing relevant legislation, policies and practices
3.5 Analyzing industry/enterprise skills audit reports
3.6 Analyzing human resource management records/performance
management records
3.7 Reviewing industry publications or reports
3.8 Concept mapping
3.9 Job and task analysis
3.10 Analyzing assessment or training records
3.11 Job descriptions analysis
3.12 Analyzing organizational policy
3.13 Drive (motivation) pattern identity analysis

4. Concerned person/s 4.1 Clients

4.2 Employees
4.3 Government agencies
4.4 Managers/supervisors

Conducting Training Needs Analysis | 83

 VARIABLE RANGE
4.5 Training and assessment coordinators
4.6 Industry group/association
4.7 Employer/employee representatives
4.8 External consultants

5. Data analysis methods 5.1 Qualitative/quantitative analysis

5.2 Feedback on results
5.3 Review of previous research
5.4 Peers review
5.5 Data sampling
5.6 Statistical analysis

6. Options 6.1 Developing in-house capacity to meet identified needs

6.2 Identifying training and/or assessment organizations
6.3 Identifying specific units of competency, qualifications/courses
6.4 Consultancy services
6.5 Timelines
6.6 Urgency

7. Advice and 7.1 Short- and/or long-term recommendations

recommendations 7.2 Specified outcomes and strategies
7.3 Resource requirements
7.4 Provision of training and/or assessment services
7.5 Design and review of training programs
7.6 Contextualization of competency standards to meet client
goals
7.7 Administrative and management systems
7.8 Performance management systems
7.9 Training and professional development principles
7.10 Reporting and accountability requirements and processes

Conducting Training Needs Analysis | 84

EVIDENCE GUIDE

1. Critical aspects of Assessment requires evidence that the candidate:

competency 1.1 Identified objectives, expectations and other requirements for
conducting the study
1.2 Identified appropriate study method and developed instruments
for TNA
1.3 Gathered data and analyzed information using valid analysis
method
1.4 Prepared report with recommendations
2. Underpinning 2.1 Competency standards and training packages/courses available
knowledge 2.2 Industry and enterprise knowledge
2.2.1 relevant assessment and training strategies
2.2.2 clients organization’s culture and expectations
2.2.3 underpinning knowledge and skills to be required in the
industry
2.2.4 changes likely to impact on the industry/sector and training
implications of the changes
2.3 Range of evaluation and research methodologies (literature
research, job/ task analysis, interview techniques, etc)
2.4 Principles of intellectual property
2.4.1 ways to give credit when using other’s ideas or work
2.4.2 training and development strategies
2.5 Data retrieval and interpretation system (training needs analysis,
functional analysis)
2.6 Policy, legislations, codes of practice and competency standards
2.7 Statistical analysis
3. Underpinning skills 3.1 Research skills
3.2 Literacy skills
3.3 Integrative skills
3.4 Observation skills
3.5 Communication skills
3.6 Interpersonal skills
3.7 Numerical skills
3.8 Negotiation and facilitation skills
3.9 Problem-solving skills
3.10 Applying approaches to analyze issues/ concerns
3.11 Using audio/video equipment and computer

4. Resource The following resources MUST be provided:

implications 4.1 facilities and equipment relevant to the activity
4.2 resources and materials relevant to the activity
4.3 time to accomplish the activity
5. Method of Competency may be assessed through:
assessment 5.1 interview
5.2 written exam
5.3 third party report
5.4 portfolio
5.5 work sample
6. Context for Competency may be assessed individually in the actual workplace or
assessment through accredited institution

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