International Journal of Information Technology and Knowledge Management

January-June 2011, Volume 4, No. 1, pp. 263-267

TRAINING NEED ASSESSMENT : A CRITICAL STUDY

Sunita Dahiya1 & Ajeya Jha2

TRAINING NEED ASSESSMENT and incumbent’s performance. Need identification is the

starting point in any training and development activity. Need
Meeting the many requirements of clients, fellow associates
identification or assessment is not a routine function, because
and society has become a requirement for organizational
it should conduct carefully and in a diagnostic manner (Al-
success (Popcorn, 1991; Kaufman, 1998). In response of
Khayyat & Elgamal, 1997).
this increasing demand of both internal and external clients
“need assessments” have become a mainstay in The assessment begins with a “need” which can be
organizational management of recent years. With a history identified in several ways but is generally described as a
that can be traced in part back to 1952 (Moore and Dutton, gap between what is currently in place and what is needed,
1978), the needs assessment process has become integral now and in the future (Miller et al, 2002). The purpose of a
part of many organizations. Private and public sector training needs assessment is to identify performance
organizations alike are making great strides at identifying requirements or needs within an organization in order to
and prioritizing performance problems, intervention help direct resources to the areas of greatest need, those that
requests and/or resource requirement as well possible closely relate to fulfilling the organizational goals and
organizational contributes. Training needs assessment is objectives, improving productivity and providing quality
recognized as the first step in any Human Resource products and services.
Development intervention (Leigh, et al., 2000). However,
Indeed, there are various reasons why needs assessment
Desimone, et al., (2002) contested that in analysing HRD
is not conducted as it is described as being a difficult process,
needs, four levels of needs has to be analysed. They include
time consuming and lack of resources in carrying out the
assessing the needs of the organisation, individual
tasks (Hill, 2004). On the other hand, Desimone, et al.,
employees’ skills, knowledge and attitudes, and their
(2002) argued that incorrect assumptions are usually made
functional responsibilities as well as departments’ needs.
about needs analysis being unnecessary because the
A Needs Assessment is a systematic exploration of the available information already specifies what an
way things are and the way they should be. These “things” organisation’s needs are. Furthermore, it was contested that
are usually associated with organizational and/or individual there is a lack of support for needs assessments as HRD
performance (Stout, 1995). professionals are unable to convince top management of its
necessity (Reid and Barrington, 1994).
A needs assessment should be designed to identify and
prioritize needs, while a need analysis should break and According to Miller et al (2002) the needs assessment
identified need into its component parts and determine is the first step in the establishment of a training and
solution requirement (Watkins and Kaufman, 1996). development Program. It is used as the foundation for
Practical and pragmatic needs assessments provide a process determining instructional objectives, the selection and design
for identifying and prioritizing gaps between current and of instructional programs, the implementation of the
desired results (Kaufman, 1998, Kaufman et al, 1993; programs and the evaluation of the training provided. These
Watkins and Kaufman, 1996). processes form a continuous cycle which always begins with
a needs assessment.
Need Assessment is defined as an investigation,
undertaken to determine the nature of performance problems The ultimate aim of the need analysis is to establish: 1)
in order to establish the underlying causes and the way in what needs actually exist; 2) whether they are important; 3)
training can address this (Erasmus et al, 2000). Goldstein how the need become apparent; 4) how they were defined;
(1993) describes need assessment as the phase of the 5) how they may best be addressed and 6) what the priorities
instructional process that provides the information necessary are (Erasmus et al, 2000).
to design the entire programme. A training gap is defined
Any thorough need assessment phase must address
as the difference between the required standard of the job
three key areas: the organization, the job and the individual.
Organizational assessment considers the proposed training
1
Manager, HRD, Indiabulls, Gurgoan
within the context of the rest of the organization. An
2
Prof & Head, Management Department, Sikkim Manipal Institute
important consideration is whether or not the proposed
of Technology, Majitar, Sikkim
training will compatible with the organization’s mission,
Email: 1sunita@indiabulls.com
264 SUNITA DAHIYA & AJEYA JHA

strategy, goals and culture (Erasmus et al, 2000; Goldstein, Levels of Training Need
1993; Van Dyk et al, 1997).
Need assessments offer performance improvement
Gould et al (2004) Training needs analysis is the initial initiatives as unique opportunities to approach performance
step in a cyclical process which contributes to the overall improvement from a variety of assessment level: individual,
training and educational strategy of staff in an organization organizational and/or societal level. Conventional “business
or a professional group. The cycle commences with a wisdom” usually only defines two levels or organizational
systematic consultation to identify the learning needs of the planning and decision-making: organizational (macro) and
population considered, followed by course planning, individual/ small group (micro). Kaufman (1997) suggests
delivery and evaluation. that this limited frame-of-reference has kept business
The second crucial aspect of need analysis is the job focused on a “conventional bottom line”. But a new
and it concomitant duties and responsibilities. This is called paradigm of societal value-added has emerged (Popcorn,
task analysis and different methods such as; the critical 1990; Drucker, 1973; Kaufman, 1998) and with it a “societal
incident methods are used. Once the duties or task in which bottom line” as well as societal (mega) level of planning
training is needed are identified, the detailed analysis of each and decision making.
task may begin. The purpose of this step is to ascertain if Van Dyk et al (1997) refer to three levels of training
the task is important and if training is essential and then to needs: Macro (need of national and even international
determine the procedure that should be taught. It is important interest), Meso (organization’s specific requirement) and
to determine which employees should receive training and Micro level (only one person’s or a small population’s need).
what their current levels of skill and knowledge are (Erasmus
et al, 2000; Van Dyk et al, 1997). Mathews, et al (2001) training needs assessment is
dominated by senior management decision and supervisors’
The assessment perspective (applied conducting a need opinions. The skills inventory is the most widely applied
assessment) attends to the harvesting of data the identify formal technique. Organizations tend to pay more attention
the gaps between current results and required / desired to customers and work groups when defining training needs.
results and the place those needs in priority order on the In general, objective and formal methods should be adopted
basis of the costs to meet the need compared to the cost to more widely (e.g. training audits).
ignore them (Kaufman, 2000; Kaufman, et al 2001).
The final purpose of need analysis is to identify the Models of Training Need Assessment
criteria to be used in judging how proposed interventions
will yield pay-off. In the business impact ISD model it is Needs assessment models vary in their focus on the results
critical for the design team to agree up front about criteria to be achieved and/or the processes assumed to achieve
for success. Benefits are the returns attributable to those results: difference of “doing the right things” versus “doing
investments. The designer should identify measurement and things right” as suggested by Drucker (1973).
ensure that those factors are measured during subsequent Newstrom and Lilyquist (1979) developed a
phases of the project (Molenda et al 1996). contingency model to evaluate various needs assessment
According to Molenda et al (1996) the seeds for ultimate methods. They evaluated twelve methods on the basis of
acceptance and use of the solution are planned at the five selected criteria: Employee involvement: Management
beginning of the phase. The goal is to identify key people, involvement; Time required; Costs; and Relevant
think about how the solution to the problem will affect each quantifiable data. Newstrom and Lilyquist (1979)
of them and start to pursue their buy-in. According to Van recommended that weaknesses in one method could be
Dyk et al (1996) the purpose of a strategy or a plan of action balanced by including other complementary methods and
is too establish needs, regardless of the level or type of needs that trainers needed to weigh the criteria in terms of their
assessment to be undertaken. Rouda and Mitchell (1995) importance to the organisation.
identify priorities and importance of possible activities.
Graham and Mihal (1986) offer readers an alternate
Once the need analysis has been completed, the needs model for developing a needs assessment that uses a
that were identified are translated into measurable objectives surveying approach that is less likely to be biased by the
that can guide the training process. Training objectives perceptions of managers. They use the implications of this
should focus on the behaviour component, which describes to recommend a four-step survey process :i) manager
in clear terms what a learner has to do to demonstrate that determine the task related to their work ii) managers identify
he or she has in fact learned. Behavioural training objectives which tasks they believe their performance could be
state what the person will be able to do, under what improved upon iii) managers prioritize development desires
conditions and how well he or she will be able to do it and iv) superiors then validate the development desires of
(Erasmus et al, 2000; Van Dyk et al, 1997; Molenda et al their managers. This alternative to conventional surveying,
1996).
 TRAINING NEED ASSESSMENT : A CRITICAL STUDY 265

though limited if used as exclusive data collection method, their importance to the job-task and the requirement for
can be useful during development of need assessment. increased employee proficiency. The Nowack model has
nine steps beginning with a job profile and focusing on
Rossett (1987) perhaps one of the most widely used
questionnaire and focus-group data-collection methods. The
training requirement analysis models currently in use by
model does not identify societal, organizational or individual
business and industry, Rossett’s reactive model seeks to
results but rather focuses on organizational processes. Based
lessen the gap between “optimal” and “actual” individual
on the information gathered in the early steps of the model,
and small-group performance.
training objectives are developed and serve as perception-
Burton and Merrill (1988) proposed four-phase model based evaluation criteria. The questionnaire should include
for need assessment which is applicable for practitioner in two primary criteria: importance, which is relevance and
a variety of disciplines and recognizes both internal and frequency of the activities and behaviors of a specific job
external clients. This model focuses on “the application of and proficiency, which is the competence of employees in
needs assessment in the development of instructional performing their job.
materials at the level of a course”. Burton and Merrill’s
Rothwell and Kazanas (1992) their model relies on the
model uses instructional goals rather than measurable
two main assumptions: first the author presuppose that
performance objectives.
intended results will necessarily follow from individual and
Caffarella (1988) used the Newstrom and Lilyquist small-group application of skills. Second, they assume that
model to evaluate eight selected methods. She described the instructional goals possess the rigor necessary for decision
eight methods (Observation, Survey, Interview, Group making and will contribute to individual, small- group,
Meeting, Job Analysis, Tests, Critical Incident & Written organizational and societal consequences.
Material) she had chosen as those most widely in use,
selected from major sources on data collection methods McClelland (1992) emphasizes that training may or not
(Knowles, 1980; Steadman, 1980 and Tracey, 1984). be appropriate solution for organizational problems. His
“systems approach” offers many useful guidelines for
Murk and Wells (1988) the Systems Approach Model
making decisions regarding the use of outside consultants,
(SAM) functions as broad model of instructional design
selecting the appropriate needs assessment methodology, as
rather than being solely dedicated to needs assessment. This
well as administering the assessment.
nonlinear model includes needs assessment as an important
component. The needs assessment process described Freeman (1993) addresses the topic of needs assessment
functions though as a learner analysis to be used to identify within the context of how the process is related to long-
necessary entry skills to training programmes. range planning for human resources. The author suggests
Ostroff and Ford (1989) their model is one of the several that this may involve looking beyond the office and into the
models for need assessment derived from McGehee and community.
Thayer’s (1961) text Training in Business and Industry. This McClelland (1993) his second article provides
text proposes that training requirements are analyzed practitioners with recommendations for conducting an
according to three content areas: organizational, task and assessment. He begins by differentiating assessments and
person. Ostroff and Ford expand this framework by surveys and suggests that surveys alone do not constitute a
including a “levels” dimension (consisting of organizational,
needs assessment. A prescription for implement an open-
sub-unit and individual) as well as an “application”
systems Training needs assessments (TNA) is provided.
dimension.
TNAs are a popular and valuable tool for the human-
Rummler and Brache (1990) the Relationship Map is a resource development professional in determining an
proposed improvement to the organizational maps in many organizations’s skill, knowledge and talent base. At the same
fields. The major contribution of the Relationship Map is time it provides information on areas where training
the provision of a horizontal systems perspective, which programs can be effectively implemented with greatest
includes recognition of internal and external clients, output impact.
delivered to customers outside the organization and the flow
of work that transform inputs to products and outputs. Cline and Seibert (1993) the planning phase involves
identification of the possible usages of data; setting of
Darraugh (1991) the six-step model for needs criteria or goals; familiarization with the topic, task or focus
assessment appears to parallel Rossetts’s (1987) Training through research, developing a guidance group. The data-
Needs Assessment Model in its determination of actuals,
collection phase, on the other hand, requires interviews,
optimal, attitudes and cause.
group discussion and gathering of hard data. The last stage
Nowack (1991) his model for needs analysis is the data-analysis phase. This involves data compilation,
differentiates between training “needs and wants” based on statistical analysis and preparation of a report.
266 SUNITA DAHIYA & AJEYA JHA

Gordon (1994) approaches needs assessment as an cultures” and thus a “need-analysis-tied-exclusively-to-

analysis activity, and does not so much identify and training” is often ineffective. A needs assessment model
document gaps in results as discussion inputs and processes utilized in their research with the Ontario Skills Programme,
that the organization can employ when prescribing training they additionally make suggestions for the selection of a
and non-training solutions to its internal clients. The Front- needs assessment model.
End Analysis Model rolls down from desired individual
Abdullah (2009) suggested that absence of needs
results, though it does not formally address desired small
assessment and analysis is due to lack of expertise and it is
group, organizational or societal results. Instead it acts to
identify resources unavailability and/or faulty processes for irrespective of the size of firms. Other inhibiting factors
shortcoming in individual performance. mentioned by the organisations sampled include high
employee turnover, the absence of a clear HRD plan and
Johnson (1996) acknowledges that his needs assessment policy and the absence of a separate unit or section to handle
model is focused on “training requirement planning” and employees’ training and development. Manufacturing
does not address the identification of performance problems companies in Malaysia often had forsaken the medium and
that are likely candidates for training solution. Johnson does long term HRD needs and objectives.
offer several guidelines for determining the role of training
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