After going through this topic, you will be able to:
Explain the need for a thorough and participatory Training Needs Analysis (TNA Training Needs Analysis).
Describe the main elements of the TNA process.
Design and carry out a TNA for a specific training course.
Use the results of a TNA in the course design process.
Training Needs Analysis, like stakeholder groups, individuals, organizations who have a claim, gain or benefit, or who feelthey should have some ownership of a process, programme or project. analysis, is interesting but demanding. It requires critical, analytical skills, and should be carried out in a systematic way. Some key skills are required in order to carry out a TNA effectively. These include skills in:
basic communication
interviewing
data collection and recording
data analysis
reporting.
If you are training others to carry out a TNA, careful planning is needed, and enough time should be allocated to ensure that participants have a chance to try out the main parts of the process. Some participants you work with may have extensive experience in carrying out research and analysis, and may already have acquired some of the core skills (interviewing, data recording, etc.) listed above. This will make preparation for doing a TNA faster and easier. If you are working with people for whom doing research is rather new, then allocate extra time for sessions, which help participants to develop these skills. Learning to communicate effectively and to carry out good interviews may take some time, but the best way to learn is by doing, with effective coaching and support.
It is important to remember that training is not the answer to all problems. Sometimes problems arise within organizations (structures, systems, etc.) which need to be resolved through organizational change. For this reason, it is always a good idea to widen a discussion of training needs and give consideration to other organizational development issues. Probably by doing this, you will also identify training needs which can lead to improvements at an organizational level.
General points
Training Needs Analysis is part of a wider process of situation analysis.
Situation analysis requires analysis of key actors (stakeholders) with an interest in the training course.
It also involves analysis of all the factors, which may or will affect the learning process and outcome of a training course.
Not all needs can be addressed through training. Some problems can only be resolved by other kinds of change within an organization, such as new systems or structures, policy changes or other reforms or strategies.
Methods required for situation analysis include collection of primary or secondary data, and a range of participatory research methods.
Training Needs Analysis leads to identification of the needs for knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit), skills and attitudes (KSA Knowledge, Skills and Attitudes) at 3 different levels:
§ organizational training needs
§ job-related training needs
§ individual training needs.
The TNA process
Identify the basic problem to be addressed through training by initial discussions with stakeholders: ensure relevant stakeholders are involved in each of the following steps:
Select and choose research methods and tools.
Collect data.
Analyse data (identification of KSA).
Present data.
Report data.
Share results with other stakeholders.
Tips for trainers:
The only way to really learn how to do a TNA is to go into the field and carry it out.
Remember, you may identify both training and non-training needs. They are all important.
Monitor and record the process you go through as well as the results themselves.
Work in a team if possible; it takes the pressure off you, and the contributions from different people can really help the TNA to be effective.
Give yourself time to reflect on the process, to help you identify improvements for the next TNA then carry them out!
Bartram S and Gibson B. 1994. Training Needs Analysis. Aldershot: Gower.
Boydell TH. 1979. A guide to the identification of training needs. London: BACIE.
FAO. 1993. Planning for effective training. A guide to curriculum a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process. development. Rome: FAO.
FAO. 1993. Trainers Guide: Concepts, principles and methods of training, with special reference to agricultural development. Vol. 1. Rome: FAO.
Goldstein IL. 1993. Training in Organizations. Needs Assessment, Development and Evaluation. Pacific Grove, California, USA Brooks/Cole Publishing Company.
Lynton RP and Pareek U. 1990. Training for development. Connecticut: Kumarian Press.
Rogers A and Taylor P. 1998. Participatory Curriculum Development in Agricultural Education. A Training Guide. Rome: FAO.
Rudebjer P, Taylor P and Del Castillo RA eds. 2001. A Guide to Learning Agroforestry. Nairobi: ICRAF.
Society for Participatory Research in Asia. 1987. Training of trainers: a manual for participatory training methodology in development. Delhi: SPRIA.