familiar with the underlying notions of organisational
development and establish how a successful training needs analysis can lead
towards organisational development;
Describe training in the aspect of macro and micro
organisational development;
Identify the rationale for and definition of Training Needs
Analysis (TNA);
Demonstrate a
heightened understanding of how organisational training needs analysis,
subsystem training needs analysis and individual training needs analysis are
conducted;
Enumerate the
approaches, methods and techniques of TNA and discuss each;
Distinguish among
education, training and development as important organisation investment;
Determine the
organisation’s opportunity costs in providing education, training and
development among its employees;
Establish the
efficiency gains derived by an organisation out of education, training and
development of its employees;
Demonstrate their
competence in the measurement of efficiency gains;
Suggest ways on
how to improve efficiency gains;
Ascertain how
return on investment can be achieved to justify the funding for the
employee’s training;
Explain the
underlying concept of Investors in People (IIP);
Gather information
and evidence from ‘Investors-in-People’;
Calculate Return
on Investment (ROI) from education, training and development;
Describe the
organisational learning process as part of the training needs analysis;
Realise the
importance of focus group in the learning process;
Describe the key
procedures and skills required to implement action learning;
Know how an
organisation can facilitate organisational development;
Determine the
training applications of experiential learning and learn how to utilise
effectively the powerful potential of learning from experience;
Understand
reflective practice as part of the training process;
Develop the
necessary skills through some collaborative learning opportunities;
Know the different
ways of developing a synergy in the learning process;
Find out how
learning to learn leads towards the improvement of an individual’s ability
to learn;
Ascertain how
lifelong learning mark a decisive turning point in the way that people and
organisations define and manage their learning;
Understand group
processes and organisational change;
Identify the
sources of information for TNA and the factors which should be taken into
consideration when choosing which among the approaches will be used;
Demonstrate a
heightened knowledge of how training needs might be devised from Strategic
Plans;
Suggest how
training needs might be derived from an examination of an organisation’s
Tactical Plans;
Highlight the
value of Operational Plans in the determination of departmental training
needs;
Provided a
practical guide with respect to the use of Strategic Operational Review in
determining organisational and departmental training needs;
Demonstrate the
use of Human Resource Plan in determination of individual training needs;
Elucidate the use
of Management Succession Plans in the determination of individual
developmental needs;
Explain the
process and value of Human Resource Audit;
Demonstrate a
heightened understanding of Critical Incident Reports and their value in
training needs analysis;
Practicalise the
use of Individual Performance Appraisal Reports in the individual and
departmental training needs analysis;
Demonstrate what
Personnel Deployment Charts are and how they may be used in the
determination of departmental training needs;
Work their way
through Business Plans, determining the skills and expertise that are needed
to execute them, thereby identifying how they relate to current and future
roles, and the departmental and individual training gaps that exist;
Demonstrate the
relationship between Job Evaluation or Job Tasks and Role Analysis and the
determination of training gaps, in training needs analysis;
Determine how
Client or Customer Feedback can be used in determining gaps that pre-exist
in skills, knowledge and expertise;
Explain the
process of 360 Degrees Feedback, the data analysis process, and the way in
which the information that has been produced, might be used in determining
the know, skills and attitudes that need to be developed for the individuals
concerned;
Explain how
Supervisory Reports might best be used to determine the skills, knowledge
and attitude that an individual falls short of in his or her role
performance;
Suggest how best Training Needs Analysis Questionnaires might be
constructed, analysed and used in determining knowledge, skills and attitude
gaps;
Explain what
Assessment Centres are and the way in which the information from them might
be used as a basis for determining individual competency levels;
Highlight the
value of Training Needs Survey in training needs analysis;
Determine how Task
Competencies Analysis Report can be used in enhancing the effectiveness of
departmental and individual training needs analysis.
Course
Number 056 - Training Needs Analysis: Determining Training Needs Seminar or
Course, Leading to Diploma – Postgraduate – in Training Needs Analysis,
Accumulating to a Postgraduate Diploma.
Part 1: Contextualising Training Needs Analysis
Organisational Development in Context;
Training an Macro Organisational Development;
Training an Micro Organisational Development;
Rationale for Training Needs Analysis (TNA);
Training Needs as Gaps;
Organisational
Training Needs Analysis;
Subsystem Training
Needs Analysis;
Individual
Training Needs Analysis;
Approaches to
Training Needs Analysis;
Methods of
Training Needs Analysis.
Part 2: Education, Training and Development as Investment
Difference between
Education, Training and Development;
Education,
Training and Development, and ‘Opportunity Cost’;
Education,
Training and Development for ‘Efficiency Gains’;
Defining
Efficiency Gains;
Measuring
Efficiency Gains;
Improving
Efficiency Gains;
Training as
Investment;
Investors in
People (IIP): The British Model;
Evidence from
‘Investors-In-People’;
Calculating Return
on Investment (ROI) from Education, Training and Development.
Part 3: Learning in Organisations and Organisational Learning
The Organisational
Learning Process;
The Individual
Learning Process;
The Importance of
Focus Groups in the Learning Process;
The Action
Learning in Organisational Learning;
The ‘Learning Organisation’ and its facilitation of
Organisational Development;
Experiential
Learning;
Reflective
Practice;
Collaborative
Learning;
Synergy in the
Learning Process;
Learning to Learn;
Life-Long
Learning;
Understanding
Group Processes and Organisational Change.
Part 4: Utilising Possible Sources of Information in Training
Needs Analysis (TNA) 1
Strategic Plans;
Tactical Plans;
Operational Plans;
Strategic
Operational Review;
Human Resource
Plan;
Succession Plan;
Human Resource
Audit;
Critical Incident
Reports;
Individual
Performance Appraisal Reports;
Personnel
Deployment Charts.
Business Plans;
Part 5: Utilising Possible Sources of Information in Training
Needs Analysis (TNA) 2
Job Evaluation or
Job Tasks and Role Analysis;
Client or Customer
Feedback;
360 Degrees
Feedback;
Supervisory
Reports;
Critical Incident
Report;
Training Needs Analysis Questionnaires;
Assessment
Centres;
Training Needs
Survey;
Task Competencies
Analysis Report.
Part 6: Focusing on Training Policy and Strategy in TNA
Training Policy Vs. Business Strategy;
Training Policy:
Matched with Specific Organisational Needs;
Response to Existing Organisational Ineffectiveness.
Linking Training Policy to Business Strategy:
The Element of Finite Resources;
Good Business Sense;
Enhancement of Organisational Objectives.
Other Arguments.
Education & Training for Personal Development:
Relation to Micro OD;
The Spin-off of Micro OD;
Policy: Aligned to Business Strategy;
Improved Effectiveness.
General Questions:
Contribution to Competitive Advantage or Improved Organisational Functioning;
Training and Unemployment.