Training Needs Analysis: Determining Training Needs PG Course

Training Needs Analysis: Determining Training Needs, Postgraduate Course

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Training Needs Analysis: Determining Training Needs Course, Leading to Diploma – Postgraduate – in Training Needs Analysis, Double-Credit, 60 Credit-Hours, accumulating to a Postgraduate Certificate, with120 additional Credit-Hours, and a Postgraduate Diploma, with 300 additional Credit-Hours. Click To Download PDF Brochure.

Training Needs Analysis: Determining Training Needs Seminar or Course Contents include Training Needs Analysis, Organisational Development, Training Gaps, Approaches to Training Needs Analysis; Methods of Training Needs Analysis, Human Resource Audit, Critical Incident, Training and Development, Opportunity Cost, Efficiency Gains, Measuring Efficiency Gains, Improving Efficiency Gains, Training as Investment, Investors in People, IIP, Rates of Return, Return on Investment, Organisational Learning, Learning Organisation, Learning Process, Focus Groups, Learning Process, Action Learning, Experiential Learning, Reflective Practice, Collaborative Learning, Life-Long Learning, Organisational Change, Strategic Plans, Tactical Plans, Operational Plans, Individual Performance, Human Resource Plan, Job Evaluation, Assessment Centres, Task Competencies

For Whom This Course is Designed Graphics, below which are the list of professionals for whom HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com) has designed this Postgraduate Course

Human Resource Managers;

Human Resource Professionals;

Employee Development Managers;

Talent Management Officials;

Line Managers;

Training Managers;

Training Coordinators and Administrators;

Supervisors;

Officers;

Business owners;

Those who would like to gain knowledge and understanding about the concept of Training Needs Analysis.

Course Coordinator Graphic2, below which are his name, qualifications and affiliations, who is also the Director of HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

Doctor of Philosophy {(PhD) {University College London (UCL) - University of London)};

MEd Management (University of Bath);

Postgraduate (Advanced) Diploma Science Teacher Ed. (University of Bristol);

Postgraduate Certificate in Information Systems (University of West London, formerly Thames Valley University);

Diploma in Doctoral Research Supervision, (University of Wolverhampton);

Teaching Certificate;

Fellow of the Institute of Management Specialists;

Human Resources Specialist, of the Institute of Management Specialists;

Member of the Asian Academy of Management (MAAM);

Member of the International Society of Gesture Studies (MISGS);

Member of the Standing Council for Organisational Symbolism (MSCOS);

Member of ResearchGate;

Executive Member of Academy of Management (AOM). There, his contribution incorporates the judging of competitions, review of journal articles, and guiding the development of conference papers. He also contributes to the Disciplines of:

Human Resources;

Organization and Management Theory;

Organization Development and Change;

Research Methods;

Conflict Management;

Organizational Behavior;

Management Consulting;

Gender & Diversity in Organizations; and

Critical Management Studies.

Professor Dr. Crawford has been an Academic in the following UK Universities:

University of London (Royal Holloway), as Research Tutor;

University of Greenwich (Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

University of Wolverhampton, (Wolverhampton Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

London Southbank University (Business School), as Lecturer and Unit Leader.

His responsibilities in these roles included:

Doctoral Research Supervisor;

Admissions Tutor;

Postgraduate and Undergraduate Dissertation Supervisor;

Programme Leader;

Personal Tutor.

He was formerly an Expatriate at:

Ministry of Education, Sokoto, Nigeria;

Ministry of Science and Technical Education, Sokoto, Nigeria;

University of Sokoto, Nigeria;

College of Education, Sokoto, Nigeria; and

Former Editor-In-Chief of ‘Sokoto Journal of Education’.

Website Caption For Course Duration and Cost. Included in the caption are the duration and cost of In-Venues and Online Course Deliveries, for this course, from HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

Website Graphics for the inclusions of “In-Venues Cost”, for each Delegate attending a Postgraduate Course at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

Snacks on Event Days;

Lunch on Event Days;

City Tour;

Stationery;

On-site Internet Access;

Postgraduate Diploma; Postgraduate Certificate; Diploma – Postgraduate; or

Certificate of Attendance and Participation – if unsuccessful on resit.

Website Graphics stipulating the possible Branded Complimentary Products that Students and Delegates might receive, while attending a Postgraduate Programme or Postgraduate Course at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

Leather Conference Folder;

Leather Conference Ring Binder/ Writing Pad;

Key Ring/ Chain;

Leather Conference (Computer – Phone) Bag – Black or Brown;

8-16 GB USB Flash Memory Drive, with Course Material;

Branded Metal Pen;

Branded Polo Shirt.; &

Branded Carrier Bag.

Website Graphics provides a caption stipulating our Scheduled International Course Delivery Locations, noting that other locations and Inhouse Deliveries can also be organised by HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

This Website Graphics is a Label for Postgraduate Course Objectives, from HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com). Below the graphics are the list of objectives that the Delegates, in attendance, are expected to achieve, at the conclusion of the specific learning experience that this organisation provides.

By the conclusion of the specified learning and development activities, delegates will be able to:

Demonstrate a heightened understanding of 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 and 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;

Identify 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;

Determine the different ways of developing a synergy in the learning process;

Draw the importance of learning to learn which 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;

Demonstrate a heightened understanding of the 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;

Provide 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 the 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.

This Website Graphics is a Label for Postgraduate Course Contents, Concepts, and Issues, from HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com). Below the graphics are the outline of the Contents, Concepts, and Issues.

This Website Graphics provides details of the information, so far, provided in the Course Brochure, indicating that which will be withheld until Delegates attend the course In-Venues or Online. This is and will be supplied by # HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

Part 1: Contextualising Training Needs Analysis

Part 2: Education, Training and Development as Investment

Part 3: Learning in Organisations and Organisational Learning

Part 4: Utilising Possible Sources of Information in Training Needs Analysis (TNA).

Part 5: Role Analysis, Incorporating Internal and External Relationships.

Part 6: Training Policy Effectiveness: Organisational Versus Individual Needs.

Part 7: Continuous Professional Development For Enhanced Organisational Effectiveness and Competitive Advantage.