Training Needs Analysis (Managing Training & Development)

Training Needs Analysis
(Managing Training & Development)
PT. Menara Kadin Indonesia

Jakarta, 23 24 September 2010
NO
KEGIATAN
WAKTU
Overview : Hari Pertama

Training Program di dalam
Perusahaan
Menganalisa Kebutuhan Pelatihan
09.00 10.00
10.00 12.00
Lunch Break
12.00 13.00
Latihan
1. Penyusunan Kurikulum
2. Menyusun Kebutuhan Pelatihan
13.00 - 15.00
Overview : Evaluasi Pelatihan
15.00 17.00
2
NO
KEGIATAN
WAKTU
Overview : Hari Kedua

Evaluasi Pelatihan (Lanjutan)
Pengenalan Proses Evaluasi
Pelatihan dan Tahap-Tahap
Pelaksanaannya
Lunch Break
12.00 13.00
Latihan : Studi Kasus
13.00 - 15.00
Penutup
15.00 17.00
09.00 10.00
10.00 12.00
1. Managing Training
TNA/MKI/Mira W & Budi S
1. Discuss the systems approach to training and

development.
2. Describe the components of training-needs
analysis
3. Identify the principles of learning and describe
how they facilitate training.
4. Discuss the advantages and disadvantages of
various evaluation criteria.
The Human Resources contribution...

On Training Management ?
Di dalam kwadran yang Mana Anda sudah berperan di dalam

menjalankan fungsi HR ?
Business partners ?
Administrative
specialists ?
Change agents ?
Employee advocates ?
David Ulrich HR Champions: The Next Agenda for Adding Value & Delivering Results, 1996
MAP : INTEGRATED HR SYSTEM

Long Term
Development
Plan
5 Years
Business
Policy
ORGANIZATION
1 Year
Business Plan
Organizational
Review
Organizational
Structure
Succession
Plan
Human
Resource
Strategy
Man Power
Planning
Recruitment
and Selection
Orientation
Movement and
Placement
People Review
Performance
Management
People
Development
INDIVIDUAL
Self
Development
Assignment
Career
Management
Retirement
Training
COMPENSATION & REWARD MANAGEMENT

BELIEF SYSTEM
EMPLOYEE RELATIONS
INFORMATION SYSTEM
The bigger picture

Organisational performance
Employee performance
Employee Skills, Knowledge and Attitudes
Employee education, experience and training
Systems Model of Training

Phase
One:
Phase
Two:
Phase
Three:
Phase
Four:
Needs Assessment
Design
Implementation
Evaluation
10
Needs Assessment
Organizational
Analysis
Task Analysis
Person Analysis
11
Organization Analysis
Examination of the environment,
strategies, and resources of the
organization to determine where
training emphasis should be placed
12
Task Analysis
Process of determining what the content

of a training program should be
on the basis of a study of the tasks
and duties involved in the job
13
Competency Assessment
Analysis of the sets of skills
and knowledge needed
for decision-oriented and
knowledge-intensive jobs
14
Person Analysis
Determination of the specific

individuals who need training
15
Three Level in TNA :
Sources of information for

Organizational Analysis:
1. Organization reports
2. Organization Survey
3. Performance Appraisal System
Sources of information for

Task Analysis:
1.
2.
3.
4.
5.
Job Description dan spec

Job Output standard
Cases in job
Performance Appraisal Result
Other obstacles
16
Three Level in TNA :
Source of information in
Person Analysis:
1. Performance Appraisal Result
2. Questionnaire
3. Focus Group
4. Interview
5. Observation
6. Personality & Character result test
7. Psychological test
17
P. 31
Define the problem

Describe Discrepancy
DESIRED PERFORMANCE (Optimals)
- ACTUAL PERFORMANCE (Actuals)
= POSSIBLE TRAINING NEED
18
Need Analysis (GAP) :

Element of Performance Analysis :
Major Accomplishments / Responsibility
1
4
MEASURES
Output / Results
1
3
DEFICIENCIES
Tasks
1
3
DEFICIENCY CAUSES
KSA
1
1.
2.
Performer
Work Environment
Knowledge or Skill
Aptitude or Ability
1.
2.
3.
Tools or Equipment
Procedurs or Policies
Lack of Feedback
19
Designing Training Programs

Instructional
Objectives
Trainee Readiness
and Motivation
Issues in
Training
Design
Principles of Learning
Characteristics of
Successful Trainers
20
Instructional Objectives
Desired outcomes of a training program
21
Principles of Learning
Principles
of Learning
22
Verbal Information
State, tell, describe stored information
Intellectual Skills
Apply concepts to solve problems
Motor Skills
Execute a physical action
Attitudes
Choose a personal course of action
Cognitive Strategies
Manage thinking & learning processes
23
Reinforcement Theory
Social Learning Theory
Goal Setting Theory
Need Theory
Adult Learning Theory
Information Processing Theory
24
Analysis / Assessment Roles

Researcher, needs analyst, evaluator
Development Roles
Program designer, materials developer, evaluator
Strategic Roles
Manager, marketer, change agent, career counselor
Instructor / Facilitator Roles

Leader, technology specialist, teacher, counselor
Administrator Roles
Project / facilities manager, cost-benefit analyst
25
2. Evaluation of Training
26
Agenda
1. Measuring the Effectiveness of Training
Program
2. Measuring Return on Investment of
Training
27
a. Memastikan kurikulum tercapai dan mendukung kebutuhan bisnis

b. Menentukan apakah hasil training atau perubahan perilaku dari
training mendukung bisnis ataupun alasan untuk berubah
c. Mengukur benefit dan cost dari pelaksanaan training
d. Membantu management mengidentifikasi gap dan memberikan alat
bagi management untuk menentukan kelangsungan training
28
Before Training
During Training
After Training
29
Superior /
Management
Training
Evaluation
HRD
Participants
-Change Facilitator
- Program Supporter
- Program Owner
- Implementers
30
3. Measuring the Effectiveness of

Trainig Program
31
Training Process
Training
Need
Analysis
What are
the training
needs for
this person
and/or job?
Training
Objectives
Objective
should be
measurable
and
observable
Training
Delivery
Techniques
include onthe-jobtraining, action
learning, etc.
Training
Evaluation
Reaction
Learning
Behavior
Results
32
The Four Levels of Evaluation

Level 1 - Reaction
Level 2 - Learning
Level 3 Behavior
Application
Four Levels
of Training
Effectiveness
Level 4 Business
Impact
33

Evaluate trainees reactions to the
Level 1 - Reaction
program. Did they like the

program? Did they think it
worthwhile?
Test the trainees to determine if
Level 2 - Learning
they learned the principles, skills,

and facts they were to learn.
34

Ask whether the trainees behavior on the job changed
because of the training program.
Level 3 Behavior
Application
What final results were achieved in terms of the

training objectives previously set? Did the number of
customer complaints about employee drop? Did the
reject rate improve? Was turnover reduced?
Level 4 Business
Impact
35

Value of
Information
Frequency of Use
Difficulty of
Assessment
Level
I.
Reaction
Least
valuable
Frequent
Easy
Infrequent
Difficult
II. Learning
III. Behavior
IV. Results
Most
valuable
36
4. 4 Level Training Evaluation
37
1. Mengukur tingkat kepuasan peserta terhadap pelaksanaan

program dan penyusunan plan action
2. Apakah peserta menyukai program tersebut? Apakah peserta
merasa bahwa program tersebut bermanfaat?
Memenuhi harapan mereka atau tidak?
3. Pelaksanaan pengukuran umumnya dilakukan dengan model
pengisian evaluation sheet pada saat akhir program
4. Program evaluasi dan perbaikan untuk pelaksanaan
selanjutnya yang lebih baik
38
Relevansi Isi Program Pelatihan

Bahan-Bahan Program Pelatihan
Tugas dan Latihan
Metode penyampaian
Kinerja Instruktur atau fasilitator
Fasilitas dan Lingkungan Kelas
Rating Secara Keseluruhan
Saran perbaikan
Masukan-Masukan Lainnya
Plan Action dari hasil pelatihan
39
Plan Action :
Rencana implementasi ditempat kerja masingmasing
Tidak harus dilakukan
Merupakan suatu tambahan. Akan tetapi jika
akan dilakukan pengukuran sampai L 3, maka
plan action merupakan suatu keharusan
40
Contoh
41
42
1. Mengukur peningkatan knowledge, skills, &

attitude
2. Apakah peserta mempelajari apa yang
seharusnya mereka pelajari?
3. Pengukuran level ini dengan cara
membandingkan skor pre & post test
4. Kuesioner untuk pre & post training
mengacu pada tujuan pelatihan
43
Feedback Questionnaires
Test Tertulis (Post test)
Latihan
Performance
Demonstrasi
Supervisor Observation
Observation
Facilitator / Coach Observation
Peer Assessment
Self-Assessment
Skills/Confidence Building
Exercises
Penugasan
44
Guidelines for Evaluating Learning

Pretest and Posttest Scores on Change Management Training
Example :
Experimental Group
Control Group
Pre Test Score
45
46
Post Test Score
55
48
Gain
10
46
1. Mengukur pelaksanaan dan perubahan perilaku

dalam pelaksanaan pekerjaan
2. Apakah peserta mempelajari ilmu baru dan
menggunakannya?
3. Penilaian dilakukan oleh atasan yang bersangkutan
dan follow up dari plan action
4. Performance Contract, & Individual Performance
Objective, critical incident
5. Monitoring dari isolate training impact
47
Field Observation
Follow-Up Questionnaires
Post-Training Interviews
Focus Groups
Work Assignments
Performance Monitoring
Performance Metrics
Self-Assessment
48
Example of Survey to Measure Behavior Application
Instruction:
The objective of this questionnaire is to determine the extent to which those who attended the
recent program on Leadership have applied the principles and techniques that they learned
there to the job.
Circle the answer that you consider appropriate for each question.
5 = Much more 4 = More 3 = Same 2 = Less 1 = Much less
Time and energy spent after the prgram

compared to time and energy spent before
the program
Understanding and Motivating
1. Trying to understand my subordinates
2. Listening to my subordinates
3. Praising good work
6. Applying "Management by Walking Around"

5
4
4. Talking with subordinates about

their family and personal interests
5. Asking my subordinates for their ideas
49
Performance Indicators
HARD DATA INDICATORS
Downtime duration
Number of defect products
Sales volume
Production unit
Customer satisfaction index
Response time to orders
Number of accidents at work
Others
50
Performance Indicators
SOFT DATA INDICATORS (intangible impacts)
Job satisfaction
Conducive working relationship
Effective communication
Stress rate
Quality in decision-making
51
Example : Measuring Training Results
Program : TQM
200.00
Training
Results after
150.00
120 units
months of training,
number of defects
dropped to 80
80 units
100.00
units/day
50.00
0.00
Before training
After training
52
Example : Measuring Training Results
Program :
50.00
Sales Training
Results after 3
40.00
months training,
training
number of sales per
30 units
30.00
salesman increase to
30 units/month.
20 units
20.00
10.00
0.00
Before training
After training
53
5. Measuring Return on
Investment of Training
54
Level 5 : Return on Investment of Training
Level 1 - Reaction
Level 2 - Learning
Level 3 Behavior
Application
Level 4 Business
Impact
Level 5 Return on
Investment of
Training
55
Criteria for Selecting Programs for Levels 4 and 5 Evaluation
Importance of the program in meeting the organizations goals
Cost of the program
Visibility of the program
Size of the target audience
Extent of management interest
56
Benefits of ROI of Training
Measure contribution
Set priorities
Focus on results
Alter management perceptions of training
57
ROI of Training Model
Collect
Data
Isolate the Effects

of Training
Convert Data to
Monetary Values
Identify
Intangible
Benefits
Calculate ROI of
Training
Tabulate
Program
Costs
58
Return on Investment Formula

Net Program Benefits
ROI =
X 100
Program Costs
Example :
Costs per program (25 participants)
Benefits per program (1st year)
$ 88,500
$230,625
$ 230,625 88,500
ROI =
X 100
$ 88,500
ROI =
161 %
59
1. Collecting Data
Identify appropriate performance

indicators (output, time, quality,
cost)
Develop a collection plan
Collect
Data
60
Example of Performance Indicators
Output
Units produced
Items sold
New accounts opened
Productivity
Inventory turnover
Etc.
Time
Equipment downtime
Overtime
Time to project completion
Processing time
Repair time
Lost time days
Etc
61
Example of Hard Indicators
Cost
Unit costs
Variable costs
Overhead costs
Operating costs
Number of cost reduction
Etc.
Quality
Scrap
Waste
Rejects
Error rates
Rework
Product defects
62
Example of Performance Results
Some performance results after training program:
Scrap was reduced from 11 % to 7.4 %
Absenteeism was reduce from 7 % to 3.25 %
The annual turnover rate was reduced from 30 %

to 16 %
Lost time accidents were reduced 95 %
63
2. Isolating the Effects of Training

Using
Control Group
Methods to
Isolate the Effects
of Training
Trend
Lines
Participants
Estimate
Supervisors of
Participants
Estimate
64
Isolating the Effects of Training
Using
Control
Group
A control group arrangement can be used to

isolate training impact.
With this strategy, one group receives training,

while another, similar group does not receive
training.
The difference in the performance of the two

groups is attributed to the training program.
65
Trend
Lines
Trend lines are used to project the values of

specific output variables if training had not been
undertaken.
The projection is compared to the actual data

after training, and the difference represents the
estimate impact of training.
66
Trend Lines Analysis
Actual sales performance
Volume of Sales
At the beginning of
May, a Sales training
Program session was
held
The difference
represents the
estimate
impact of
training.
Trend Projection
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
67
Participants and
Supervisors of
Participants Estimate of
Trainings Impact
The assumption that participants (and their

supervisors) are capable of estimating how
much a performance improvement is related
to the training program.
Participants and their supervisors may have

very accurate input on the issue.
They should know how much of the change

was caused by applying what they have
learned in the program.
68
Participants and
Supervisors of
Participants Estimate of
Trainings Impact
Typical Questions to Estimate :
What percent this improvement can be

attributed to the application of
skills/techniques/knowledge gained in the
training program?
What confidence do you have in this estimate,

expresses as a percent?
What other factors contributed to this

improvement in performance?
69

Example of a Participants Estimation
Factors Which Influenced
Improvement
No.
Percent
Improvement
Caused by
Confidence
Expressed as
a Percent
Training Program
50%
70%
Change in Procedures
10%
80%
Adjustment in Standards
10%
50%
Revision to Incentive Plan
20%
90%
Increased Management Attention
10%
50%
Other
The confidence percentage is multiplied by the estimate (50 % x

70 %) to produce a usable training factor value of 35 %
70

Example of a Participants Estimation
Factors Which Influenced
Improvement
No.
Percent
Improvement
Caused by
Confidence
Expressed as
a Percent
Training Program
50%
70%
Change in Procedures
10%
80%
Adjustment in Standards
10%
50%
Revision to Incentive Plan
20%
90%
Increased Management Attention
10%
50%
Other
The confidence percentage is multiplied by the estimate (50 % x 70 %) to produce a usable

training factor value of 35 %
This adjusted percentage is then multiplied by the actual amount of improvement (postprogram minus pre-program value) to isolate the portion attributed to training
The adjusted improvement is now ready for conversion to monetary values, and used in
the return on investment
71
3. Converting Data to Monetary Values
Converting
Data to
Monetary
Values
Steps to Convert Data to Monetary Values
1.
Focus on a unit of improvement
2.
Determine a value of each unit
3.
Calculate the change in performance data
4.
Determine an annual amount of change
5.
Calculate the annual value of improvement
72
4. Tabulating Cost of the Program

Tabulating
cost of the
program
Tabulating the costs of the program targeted for the

ROI calculation.
Cost invcluding :
Design and develop the program
Program materials provided to each participant
The cost for facilitator
The facilities of the training program
Travel, lodging, and meal costs for the

participants
Salaries, plus employee benefits of the

participants who attend the training
Administrative and overhead costs of the

training function
73
5. Calculate The ROI

An Example to Illustrate ROI analysis
Average Weekly Sales
Post Training Data
Weeks after
training
Trained Group
Control Group
US$ 9,723
9,698
9,978
9,720
10,424
9,812
13
13,690
11,572
14
11,491
9,683
15
11,044
10,092
12,075
10,449
Average for weeks

13, 14, 15
74

Annualized Program Benefits
Data
US$
Average weekly sales

Trained Group
12,075
Control Group
10,449
Increase
1,626
Profit Contribution from Training 2 %
32.50
(Training Impacts)
Total weekly improvement
1,495
(32.5 x 46 participants)
Total annual benefit
71,760
($ 1,495 x 48 weeks)
Note : 46 participants were still in job after 3 months
75

Cost Summary : An Illustration
Cost
ROI (%):
US$
Facilitation fees
11,250
Program materials : $ 35 x 46
1,610
Meals : 3 days x $ 28 x 46
1,288
Participant salaries plus benefit (35 %)

Coordination and Evaluation
x 100
$ 29,090
12,442
2,500
Total Cost
$ 71,760 - $ 29,090
= 146 %
29,090
76
Recommended Further Readings

1.
Donald Kirkpatrick, Evaluating Training Programs : The Four Levels, BerrettKoehler Publishers
2.
Jack J. Phillips and Patricia Phillips, In Action : Measuring Return On Investment,

American Society for Training & Development
77
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Training Needs Analysis

(Managing Training & Development)

PT. Menara Kadin Indonesia

Overview : Hari Pertama

Overview : Evaluasi Pelatihan

Overview : Hari Kedua

Latihan : Studi Kasus

TNA/MKI/Mira W & Budi S

1. Discuss the systems approach to training and

TNA/MKI/Mira W & Budi S

The Human Resources contribution...

TNA/MKI/Mira W & Budi S

Di dalam kwadran yang Mana Anda sudah berperan di dalam

TNA/MKI/Mira W & Budi S

MAP : INTEGRATED HR SYSTEM

COMPENSATION & REWARD MANAGEMENT

The bigger picture

Employee Skills, Knowledge and Attitudes

Employee education, experience and training

TNA/MKI/Mira W & Budi S

Systems Model of Training

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

Process of determining what the content

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

Determination of the specific

TNA/MKI/Mira W & Budi S

Three Level in TNA :

Sources of information for

Sources of information for

Job Description dan spec

TNA/MKI/Mira W & Budi S

Three Level in TNA :

TNA/MKI/Mira W & Budi S

Define the problem

Need Analysis (GAP) :

TNA/MKI/Mira W & Budi S

Designing Training Programs

TNA/MKI/Mira W & Budi S

Desired outcomes of a training program

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

Analysis / Assessment Roles

Instructor / Facilitator Roles

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

a. Memastikan kurikulum tercapai dan mendukung kebutuhan bisnis

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

3. Measuring the Effectiveness of

TNA/MKI/Mira W & Budi S

TNA/MKI/Mira W & Budi S

The Four Levels of Evaluation

The Four Levels of Evaluation

program. Did they like the

they learned the principles, skills,

TNA/MKI/Mira W & Budi S

The Four Levels of Evaluation

What final results were achieved in terms of the

Training Needs Analysis (Managing Training & Development)

Training Needs Analysis (Managing Training & Development)