Chapter–One
Introduction

1.1Background of the Study/ Introduction: Today's work environment requires employees to be skilled in performing complex tasks in an efficient, cost-effective, and safe manner. Training is needed when employees are not performing up to a certain standard or at an expected level of performance. The difference between actual the actual level of job performance and the expected level of job performance indicates a need for training. A training analysis is conducted ultimately to identify what areas of knowledge or behaviors that training needs to accomplish with learners. The analysis considers what results the organization needs from the learner, what knowledge and skills the learner presently has and usually concludes with identifying what knowledge and skills the learner must gain. Usually this phase also includes identifying when training should occur and who should attend as learners. Ideally, criteria are established for the final evaluation of training to conclude if training goals were met or not. Depending on the resources and needs of the organization, a training analysis can range from a very detailed inventory of skills to a general review of performance results. The more complete the training analysis, the more likely that the employee's training will ultimately contribute results to the organization. This report is a Project Report prepared as a requirement for the conclusion of the MBA Program. As per requirement of MBA program of Metropolitan University, after completion of 62 credits a student has to complete a project program. The primary goal of project is to provide an on the job exposure to the students and an opportunity for translation of theoretical conceptions. Students are placed in enterprises, organizations, research institutions as well as development projects. Thus this report has been prepared after analyzing of many data regarding training needs. All employees will need some basic skills. Employees may need to carry out essential training to enable employees to fulfill their roles, show them how to use your telephone system, or provide them with the basic health and safety training. Once the organization found out which skills employees are missing, organization can identify what training is required to fill that gap. Training should be applicable to the job, relevant to the person carrying out the job and tied to business objectives. After the completion of MBA program I was placed for the Project program under the guidance of my faculty advisor Md. Ashraful Alam. For successful finishing of my MBA program, I needed to submit this report, which would include an overview of the employees training needs.

1.2 Objective of the Study
The main objective of the assessing employees training needs and along with the analysis of training needs that provides a acquaintance with the organization, Increase efficiency, Knowledge about change, To Activate the employee, Prevent accident, Prevent wastage & loss, reduce dissatisfaction, Develop intelligence, Optimum utilization of resource, Provide information regarding the management, establish social relationship, Increase efficiency for promotion of the any organization.
1.3 Methodology
In the organization part, most of the information has been collected from different published articles, and web sites. All the information incorporated in this report has been collected both from the primary sources and as well as from the secondary sources.
1.3.1 Primary Source of Information * Discuss with different officials of human resources department. * Observe the training process of different NGOs. * Involvement with training process.
1.3.2 Secondary Sources of Data * Relevant paper and published documents. * Literature review of different scholars. * Textbook. * Internet.

1.4 Limitations
For preparing this thesis I am facing some problem. There are some limitations, which may hinder this work. Those are: 1. Lack of time. The duration of the thesis is only three months. This time is fairly inadequate to have a solid understanding of training needs. 2. Organization does not share their any policy and strategy for competitive situation in banking industry. 3. Difficulty in accessing the latest data of internal operation. 4. Non-availability of some preceding and latest data.

Chapter-Two
Literature Review

2.1 Literature Review:
Training is very important of the any organizations. the Training needs assessment model created by Allison Rossetl is a purpose-based model. In this model five types of information are gathered: optimal performance or knowledge, actual or current performance or knowledge, feelings of trainees and significant others, causes of the problem from many perspectives, and solutions to the problem of many perspectives. These five types of information are used to find a gap between an optimal and actual situation (Gupta, 1999). The Performance improvement by managing the white space model was developed by Geary Rummler , Rummler ' s model is based on an examination of three levels of performance. This model is made up of five phases and uses fourteen steps to diagnose and develop a plan for implementing interventions for performance improvement. This is only an introduction to a few of the models that are available to assist in the process of needs assessments; there are many other models that exist.
The purpose of this article is to add to this body of research by describing and reporting on a training needs assessment model that was developed with a group of small manufacturing organizations in rural Minnesota. While the model has not been applied to other populations, it presents a comprehensive approach to gain reliable information about training needs from various stakeholders and can serve as a basis for future assessment projects. The results of the assessment provide information about the specific training needs required by the employees in this population and guide the training providers at the technical college in the development and delivery of skill training at the participating organizations.

Abdullah (2009) suggested that absence of needs assessment and analysis is due to lack of expertise and it is irrespective of the size of firms. Other inhibiting factors mentioned by the organizations sampled include high employee turnover, the absence of a clear HRD plan and policy and the absence of a separate unit or section to handle employees’ training and development. Manufacturing companies in Malaysia often had forsaken the medium and long term HRD needs and objectives.
McArdle (1996) differentiates between two types of needs assessments. The first type, problem analysis, “identifies a problem and offer solutions”. The second, a competency model, considers the “available opportunities by identifying and acquiring new skills and abilities or competencies”. To determine which type of need assessment suits their organizations, manager should record the current work situation, clarify the objectives of the whole exercise and seek management support.
Johnson (1996) acknowledges that his needs assessment model is focused on “training requirement planning” and does not address the identification of performance problems that are likely candidates for training solution. Johnson does offer several guidelines for determining the role of training within an organization. First identify customer demands and then determine the current level of knowledge of employees .Management support for training is another crucial factor in ensuring success.
Gordon (1994) approaches needs assessment as an analysis activity, and does not so much identify and document gaps in results as discussion inputs and processes that the organization can employ when prescribing training and non-training solutions to its internal clients. The Front End Analysis Model rolls down from desired individual results, though it does not formally address desired small group, organizational or societal results. Instead it acts to identify resources unavailability and/or faulty processes for shortcoming in individual performance.
Cline and Seibert (1993) the planning phase involves identification of the possible usages of data; setting of criteria or goals; familiarization with the topic, task or focus through research, developing a guidance group. The data collection phase, on the other hand, requires interviews, group discussion and gathering of hard data. The last stage is the data-analysis phase. This involves data compilation, statistical analysis and preparation of a report
McClelland (1993) his second article provides practitioners with recommendations for conducting an assessment. He begins by differentiating assessments and surveys and suggests that surveys alone do not constitute a needs assessment. A prescription for implement an open systems Training needs assessments (TNA) is provided. TNAs are a popular and valuable tool for the human resource development professional in determining an organization’s skill, knowledge and talent base. At the same time it provides information on areas where training programs can be effectively implemented with greatest impact.
Freeman (1993) addresses the topic of needs assessment within the context of how the process is related to long range planning for human resources. The author suggests that this may involve looking beyond the office and into the community.
McClelland (1992) emphasizes that training may or not be appropriate solution for organizational problems. His “systems approach” offers many useful guidelines for making decisions regarding the use of outside consultants, selecting the appropriate needs assessment methodology, as well as administering the assessment.
Rothwell and Kazanas (1992) their model relies on the two main assumptions: first the author presuppose that intended results will necessarily follow from individual and small-group application of skills. Second, they assume that instructional goals possess the rigor necessary for decision making and will contribute to individual, small- group, organizational and societal consequences.
Rummler and Brache (1990) the Relationship Map is a proposed improvement to the organizational maps in many fields. The major contribution of the Relationship Map is the provision of a horizontal systems perspective, which includes recognition of internal and external clients, output delivered to customers outside the organization and the flow of work that transform inputs to products and outputs.
Ostroff and Ford (1989) their model is one of the several models for need assessment derived from Mc Gehee and Thayer’s (1961) text Training in Business and Industry. This text proposes that training requirements are analyzed according to three content areas: organizational, task and person. Oyster off and Ford expand this framework by including a “levels” dimension (consisting of organizational, up-unit and individual) as well as an “application” dimension.
Murk and Wells (1988) the Systems Approach Model (SAM) functions as broad model of instructional design rather than being solely dedicated to needs assessment. This nonlinear model includes needs assessment as an important component. The needs assessment process described functions though as a learner analysis to be used to identify necessary entry skills to training programmers.
Caffarella (1988) used the Newstrom and Lilyquist model to evaluate eight selected methods. She described the eight methods (Observation, Survey, Interview, Group Meeting, Job Analysis, Tests, Critical Incident & Written Material) she had chosen as those most widely in use, selected from major sources on data collection methods (Knowles, 1980; Steadman, 1980 and Tracey, 1984
Burton and Merrill (1988) proposed four-phase model for need assessment which is applicable for practitioner in a variety of disciplines and recognizes both internal and external clients. This model focuses on “the application of needs assessment in the development of instructional materials at the level of a course”. Burton and Merrill’s model uses instructional goals rather than measurable performance objectives.
Rossett (1987) perhaps one of the most widely used training requirement analysis models currently in use by business and industry, Rossett’s reactive model seeks to lessen the gap between “optimal” and “actual” individual and small-group performance.
Kaufman (1998) Organizational Element Model (OEM) is the only needs assessment framework reviewed that formally address the linkage between every result focus (societal, organizational, small-group and individual). OEM framework suggests that a need assessment begin with a focus on societal results and roll-down to organizational and individual or small-group results. OEM is a dynamic template that can be used to identify the impact of organizational action at all levels of results. Kaufman’s outside-in approach to planning and inside-out approach to implementation yield finding that may be applied to database decision making.

Chapter Three
OVERVIEW OF RESEARCH FIELD

3.1 Identifying employees training needs
To assess the commitment to employees training needs, following statements hit close to home: * Training gets in the way of getting the job done. * I believe in training as long as it doesn't take me or my employees away from "important" tasks that must get done. * I can't tell you the last time that any member of my employees or I attended a training or self-improvement course. * I can't show you an upcoming schedule for my personal and employees training. In fact, my answer is generally, "What schedule?" * I look forward to training so I can catch up on my to-do list. * My company has no clearly articulated philosophy on the value of training. Even if they did, I wouldn't be able to produce a copy. * If we are forced to go to a training session, we almost never discuss the content in our staff meetings. Out of sight, out of mind - that's our philosophy. * There is no way to link our success to our investment in employee development. * When, and if, we get around to conducting performance reviews, we don't consider the completion of training important.
3.2 Training Needs Assessment
The purpose of a training needs assessment is to identify performance requirements and the knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An effective training needs assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfill organizational mission, improve productivity, and provide quality products and services. A needs assessment is the process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps.
3.2.1There are three levels of a training needs assessment: * Organizational assessment evaluates the level of organizational performance. An assessment of this type will determine what skills, knowledge, and abilities an agency needs. It determines what is required to alleviate the problems and weaknesses of the agency as well as to enhance strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational assessment takes into consideration various additional factors, including changing demographics, political trends, technology, and the economy. * Occupational assessment examines the skills, knowledge, and abilities required for affected occupational groups. Occupational assessment identifies how and which occupational discrepancies or gaps exist, potentially introduced by the new direction of an agency. It also examines new ways to do work that can eliminate the discrepancies or gaps. * Individual assessment analyzes how well an individual employee is doing a job and determines the individual's capacity to do new or different work. Individual assessment provides information on which employees need training and what kind.
3.2.2 The Training Needs Assessment Process 1. Determine Agency Benefits of Needs Assessment- this part of the process will sell and help the decision makers and stakeholders understand the concept of the needs assessment. Needs assessment based on the alignment of critical behaviors with a clear agency mission will account for critical occupational and performance requirements to help your agency: a) eliminate redundant training efforts, b) substantially reduce the unnecessary expenditure of training dollars, and c) assist managers in identifying performance requirements that can best be satisfied by training and other developmental strategies. To go beyond learning and actually achieve critical behaviors the agency will also need to consider how required drivers will sustain desired outcomes.
Key steps include: * Identify key stakeholders * Solicit support * Describe desired outcomes that will contribute to mission objectives * Clarify critical behaviors needed to achieve desired outcomes * Define required drivers essential to sustain the critical behaviors 2. Plan- The needs assessment is likely to be only as successful as the planning. * Set goals/objectives for the needs assessment * Evaluate organizational (agency) readiness and identify key roles * Evaluate prior/other needs assessments * Prepare project plan * Inventory the capacity of staff and technology to conduct a meaningful training skills assessment and analysis * Clarify success measures and program milestones 3. Conduct Needs Assessment * Obtain needs assessment data (e.g., review strategic plans, assess HR metrics, review job descriptions, conduct surveys, review performance appraisals) * Analyze data * Define performance problems/issues: occupational group/individuals * Describe critical behaviors needed to affect problems/issues * Determine and clarify why critical behaviors do not currently exist * Research integrated performance solutions * If training is the best solution, determine best training and development approach * Assess cost/benefit of training and development approach build a "business case" * Include organizational drivers needed to reinforce the critical behaviors that will affect problems/issues * Describe how the critical behaviors will be monitored and assessed after implementation of the improvement plan
The results of the needs assessment allows the training manager to set the training objectives by answering two very basic questions: what needs to be done, and why is it not being done now? Then, it is more likely that an accurate identification of whom, if anyone, needs training and what training is needed. Sometimes training is not the best solution, and it is virtually never the only solution. Some performance gaps can be reduced or eliminated through other management solutions, such as communicating expectations, providing a supportive work environment, and checking job fit. These interventions also are needed if training is to result in sustained new behaviors needed to achieve new performance levels, for an individual, an occupation, or an entire organization.
3.3 Training Method
3.3.1 On the Job Training
When an employee learns the job in actual working site in real life situation, and not simulated environment, it is called OJT. Employee learns while working. Take the instance of roadside mechanics. Small boys working there as helpers learn while helping the head mechanic. They do not learn the defect analysis and engine repairing skills in any classroom on engine models.
This type of training, also known as job instruction training, is the most commonly used method. Under this method, the individual is placed on a regular job and taught the skills necessary to perform that job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On-the-job training has the advantage of giving firsthand knowledge and experience under actual working conditions. While the trainee learns how to perform a job, he is also a regular worker rendering the services for which he is paid. The problem of transfer of trainee is also minimized as the person learns on-the-job. The emphasis is placed on rendering services in the most effective manner rather than learning how to perform the job. On-the-job training methods include job rotation, coaching, job instruction or training through step-by-step and committee assignments.

3.3.1.1 On-The-Job Training Methods
(a) Job Rotation: This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them. Job rotation method has been using in the Indian banking sector mainly by State bank group for the probationary officers for the period of approximately 2 years to finally post them as assistant bank manager. Under this method of training candidates are placed in each and every job starts from clerical job, assistant, cashier and managerial job for the purpose of knowing importance in nature of every job before handling Asst bank manager position.
(b) Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas.
(c) Job Instruction: This method is also known as training through step by step. Under this method, trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee.
(d) Committee Assignments: Under the committee assignment, group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. It develops team work.
(e) Apprenticeship: Apprenticeship is a formalized method of training curriculum program that combines classroom education with on-the-job work under close supervision. The training curriculum is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship programs have a duration of three to four years before an apprentice is considered completely accomplished in that trade or profession. This method is appropriate for training in crafts, trades and technical areas, especially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g. job of a crafts man, a machinist, a printer, a tool maker, a pattern designer, a mechanic,etc.
3.3.1.2Internship:
Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided with thorough instruction though theoretical and practical aspects. For example, TISCO, TELCO and BHEL select the candidates from polytechnics, engineering colleges and management institutions and provide apprenticeship training. Apprenticeship training programmers are jointly sponsored by colleges, universities and industrial organizations to provide the opportunity to the students to gain real-life experience as well as employment. Exhibit presents the benefits of apprenticeship training .Most of the Universities and Colleges encourage students for internship as part of the curriculum as it is beneficial to all concerned.
Advantages of On-the-Job Training: 1. It is directly in the context of job 2. It is often informal 3. It is most effective because it is learning by experience 4. It is least expensive 5. Trainees are highly motivated 6. It is free from artificial classroom situations
Disadvantages of On-the-Job Training: 1. Trainer may not be experienced enough to train or he may not be so inclined. 2. It is not systematically organized 3. Poorly conducted programs may create safety hazards.

3.3.2 Off the Job Training
Off-the-job training is conducted in a location specifically designated for training. It may be near the workplace or away from work, at a special training center or a resort Conducting the training away from the workplace minimize distractions and allows trainees to devote their full attention to the material being taught- However, off-the-job training programs may not provide as much transfer of training to the actual job as do on-the-job programs.
(a) Classroom Lectures: Under the off the job methods of training, classroom method or lecture method is well-known to train white collar or managerial level employees in the organization. Under this method employees are called to the room like that of classroom to give training by trainer in the form of lectures. This method is effectively used for the purpose of teaching administrative aspects or on management subject to make aware of procedures and to give instructions on particular topic.

(b) Audio-Visual: Providing training by way of using Films, Televisions, Video, and Presentations etc. This method of training has been using successfully in education institutions to train their students in subjects to understand and assimilate easily and help them to remember forever. New companies have come up for providing audio visual material for students in their concern subjects. In the corporate sector, mainly in customer care centers employers are giving training to their employees by using audio visuals material to teach how to receive, talk and behavior with the customer.
Advantages – Wide range of realistic examples, quality control possible.
Disadvantages – One-way communication, No feedback mechanism. No flexibility for different audience. (c) Simulation: the simulation Method of training is most famous and core among all of the job training methods. in the simulation training method, trainee will be trained on the especially designed equipment or machine seems to be really used in the field or job. But, those equipment or machines are specifically designed for training a trainees were making them ready to handle them in the real field or job. This method of planning is mostly used where very expensive machinery or equipment used for performing Job or to handle that job.
Example:- The simulation method has been using widely for the purpose of training aero plane pilots on aero plane simulator to make them ready to handle an fly aero plane. Especially in Air force fighter pilots are getting trained on the jet fighters simulator. because the cost of aero plane or jet fighter will be very expensive, hence employer may not allow directly to get trained on real equipment to avoid damage to equipment or machine or in sometimes may cause loss of trainee life. To avoid all such risks by the employer giving training on simulator is safe.
(d) Vestibule Training: - Mostly this method of training will be used to train technical staff, office staff and employees who deal with tools and machines. Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor by bringing equipments or tools to certain place where training is provided, but not work place. Vestibule training allows employees to get a full feel for doing task without real world pressures. Additionally, it minimizes the problem of transferring learning to the job. vestibule training is provided to employees when new or advanced equipment or tools introduced in to the organization to do a particular job by using them. For this purpose such equipment is brought to a separate place to give demonstration and train how to use and that handle it by employees safely.
(e) Case Studies: It is a written description of an actual situation in the past in same organization or somewhere else and trainees are supposed to analyze and give their conclusions in writing. This is another excellent method to ensure full and whole hearted participation of employees and generates good interest among them. Case is later discussed by instructor with all the pros and cons of each option. It is an ideal method to promote decision-making abilities within the constraints of limited data.
(f) Role Playing: During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and training. This method is also called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a given role as they would in a stage play. Two or more trainees are assigned roles in a given situation, which is explained to the group. There are no written lines to be said and, naturally, no rehearsals. The role players have to quickly respond to the situation that is ever changing and to react to it as they would in the real one. It is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation. Role playing primarily involves employee-employer relationships, hiring, firing, discussing a grievance problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman making presentation to a customer.
(g) Programmed Instructions: This involves two essential elements: (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series and checking on the trainee’s knowledge. Questions are asked in proper sequence and indication given promptly whether the answers are correct.
This program me may be carried out with a book, a manual or a teaching machine. It is primarily used for teaching factual knowledge such as Mathematics, Physics, etc.

(h) Management Games With computerized management games, trainees divide into five- or six-person groups, each of which competes with the others in a simulated marketplace. Each group typically must decide, for example. 1. how much to spend on advertising. 2. how much to produce, 3. how much inventory to maintain, and 4. how many of which product to produce.
Usually, the game itself compresses a two- or three-year period into days, weeks, or months. As in the real world, each company team usually can't see what decisions (such as to boost advertising) the other firms have made, although these decisions do affect their own sales.
Management games can be effective. People learn best by being involved, and the games can gain such involvement. They help trainees develop their problem-solving skills, as well as to focus attention on planning rather than just putting out fires. The groups also usually elect their own officers and organize themselves. This can develop leadership skills and foster cooperation and teamwork.

Advantages of Off-the-Job Training: * Trainers are usually experienced enough to train * It is systematically organized * Efficiently created programs may add lot of value

Disadvantages of Off-the-Job Training: * It is not directly in the context of job * It is often formal * It may not be based on experience. * It is expensive. * Trainees may not be much motivated * It is artificial in nature

3.4 Training Needs Analysis
Step 1: Determine the Desired Business Outcomes Before a training needs analysis can begin, the employer needs to articulate the goal of the training. That is, what are the expected business outcomes of the training? The training goal should correspond to a business objective. This can be specific to an individual employee, work unit, department or the entire organization. The ultimate goal of the training should be clearly articulated and kept in the forefront to ensure that the entire needs analysis process keeps the desired outcomes in sight. It is best for an employer to answer the question: "How will we know that the training worked?"
Examples of ultimate goals are: * Improve customer service representatives' customer satisfaction ratings; * Increase the close rates on business proposals or bids by sales personnel; * Improve employee morale through better supervision by middle management; and * Improve the speed at which warehouse employees fill orders.

Step 2: Link Desired Business Outcomes With Employee Behavior
There are generally multiple behaviors that are associated with any desired business outcome. These behaviors are a result of employees: * Knowing what to do; * Having the capability to do it; and * Having the motivation to do it.
At this step in the process, employers should identify the desired critical competencies, i.e., behaviors and associated knowledge, skills, abilities and personal characteristics that are linked to desired business outcomes. This is usually done through collecting information from subject matter experts. Data collection may take the form of interviews, focus groups or surveys. Regardless of the method used, the data should result in a clear understanding of how important each competency is to achieving the desired business goal.
A rating scale example to assess the importance is one like the following:
How Important Is This for Successful Job Performance?
1 = Not at all
2 = A little
3 = Somewhat
4 = Considerable
5 = Extremely
To ensure that only the competencies that are deemed critical should be considered for inclusion in other training needs analysis steps, rating averages should be at least a 4.0 on the five-point rating scale.
Step 3: Identify Trainable Competencies
Not every competency can be improved through training. For example, a sales job may require sales people to be outgoing and initiate conversations with total strangers. It is more effective, then, for an employer to hire people that are already extroverts than to attempt to train introverts to be more outgoing. Similarly, it may be more effective to hire people with specialized knowledge than to educate and train them.
Employers should evaluate each critical competency from Step 2 and determine if each one is something they expect employees to possess prior to job entry. Taken together, this should provide employers with a list of critical competencies that are amenable to training.
Step 4: Evaluate Competencies
With a targeted list of competencies in hand, employers should determine the extent to which their employees possess these. The most often used methods are: * Competency evaluations; and * Tests or assessments.
Performance evaluation surveys are best used to evaluate observable behaviors. This can be easily accomplished by taking the critical competencies from Steps 2 and 3 and having knowledgeable people rate the targeted employees' behaviors. Most often, supervisors perform this function.
However, multiple raters, including peers, subordinates and customers, are often used to evaluate the performance of supervisors and executives. This approach is generally known as 360 degree surveys.
Performance evaluation surveys become less effective the more raters have to infer unobservable competencies such as ability, skills and personality. Evaluation of these competencies is better accomplished through the use of professional tests and assessments. There are many tests available on the market to measure specific skills, abilities and personality characteristics. However, choosing the right test should be done in coordination with a testing professional, e.g., an organizational psychologist. Care should be taken in selecting tests that are valid measures of the targeted competency.
Custom-designed assessments are also appropriate, especially if the employer desires to measure specialized knowledge or effectiveness in a major segment of the work. These can range from multiple choice job knowledge tests to elaborate job simulations. For example, a very effective approach to measuring the training needs of supervisors and leaders is using an assessment center, which is comprised of different role-play exercises that parallel managerial situations.
Step 5: Determine Performance Gaps
Regardless of the methods used to evaluate competencies, individual employee results are then combined to assess how many employees are in need of improvement in particular competencies. To do this, the employer first needs to establish what constitutes a performance gap. That standard will vary from employer to employer. Some employers will set higher standards than others. Setting that standard will provide the employer with an understanding of how many employees fall above or below that standard. Those falling below would be considered to be in need of training.
Step 6: Prioritize Training Needs
Employers should aggregate the data in Step 6 with information on the performance gap pervasiveness. That is, employers should total how many, or what percentage, of the targeted workforce needs the training .Employers should also consider the importance of the competency (see Step 2). Taken together, pervasiveness and importance should result in a list of training priorities.
Step 7: Determine How to Train
Using the training priority list from Step 6, employers should now consider how best to train their workforce. Typical training methods include: * On the job training (OJT); * Mentoring and coaching; * Classroom; * Web-based; * Books; * Conferences; and * University programs.
It is recommended that employers consult a professional who is well versed in adult learning to help determine the best ways employees can acquire a particular competency.
Some learning methods will work better than others. Although no two people learn or retain information in the same way, studies show that individuals retain information much better if they actually perform the skill or task. This type of retention is about 75 percent.
Compare that to listening to a lecture, where retention is only five percent. Other forms of learning retention are as follows: * Reading, 10 percent; * Audio-visual, 20 percent; * Demonstration, 30 percent; and * Discussion group, 50 percent.
Employers should keep this in mind and strive for the training method that will not only be suitable for the material, but also have the best chance for retention by employees.
Step 8: Conduct a Cost Benefit Analysis
At this point, employers need to consider the costs associated with a particular training method and the extent to which performance gaps can be combined into the same training experience.
Cost factors include: * Required training time; * Training content development if designed in-house; * Training evaluation and acquisition if purchased from vendor; * Training content delivery; * Lost productivity from time spent in training; and * Travel and logistical expenses.
On the benefit side, different training methods will have varying degrees of effectiveness (see Step 7). For example, while web-based training may be the least costly, this may not be the best way for employees to develop a particular skill. Employers need to strike a balance between the cost of a particular training method and its ability to achieve the desired results.
Step 9: Planning for Training Evaluation
The last step in this process is for employers to decide how they will know whether the training worked. Training is only effective if the material is retained and used on the job. This step should include an evaluation component similar to how the needs were assessed in Step 4.
Questions the evaluation process should answer are: * How much did the training improve the competencies targeted in the training? * How much did the training improve employees' actual job performance? * How much did the training improve the meeting of business objectives? * How much did the training result in a positive return on its investment?
The questions employers want answers to will determine the method and components of the evaluation process.
3.5 Ensure the Training is Effective
A successful training program is always a work in progress, and the training cycle isn’t complete without an evaluation of training’s effectiveness, which leads to decision-making and planning for future training. Therefore, a useful and informative evaluation program needs to be a part of your overall training operation. Here are Kirkpatrick’s Four-Level Model of Evaluation methodology for evaluation as well as practical ways to retrieve good results.

3.6 Kirkpatrick’s Four-Level Model of Evaluation
Donald Kirkpatrick, author of many books, such as Evaluating Training Programs: The Four Levels and Another Look at Evaluating Training Programs, created a four-level evaluation system more than 40 years ago, which has stood the test of time and continues to be utilized in many training programs today. Here are Kirkpatrick’s four levels of evaluation.
Level I: Reaction
Kirkpatrick’s first level evaluates how well participants liked the training session. If you’re interested in running the best training program possible, you want participants to be motivated for and engaged with training. This exercise gives trainees the opportunity to give feedback to the trainer on the pros and cons of the session, which is valuable information that shows trainers specific areas to improve.
Follow these tips when obtaining feedback on trainees’ reactions: * Observe trainees during the session for your own perception of their reception. * Get trainee feedback in writing immediately following the session. * Use measurable and meaningful terms. * Use uniform feedback forms so results can be quantified and tabulated for the whole group.
Reaction Surveys
Ideally, trainers will include reaction surveys as the final section of training sessions and will insist on 100 percent participation. Make surveys easy to fill out by following these guidelines: * Use a numbered rating system, i.e. 1 to 5, with 1 being the low end of satisfaction and 5 being the high end. * Use close-ended questions, such as those requiring the numbered assessment mentioned above to assess trainees’ impressions of the overall success of the session. * Use open-ended yet directed questions that require more than a Yes or No answer along with space for trainees to write their comments in order to get detailed feedback on specific things that worked or didn’t work. * Include space for undirected questions or comments on topics that trainees want to address.
Level II: Learning
This level measures how much of the desired principles, techniques, and skills trainees learned in the training session. In order to determine what trainees learn during a session, you need to know what they knew before training.
Follow these suggestions for measuring learning: * Use pre- and post-knowledge and/or skills testing. * Use objective measurements to assess what trainees now know or can do that they didn’t know or couldn’t do before training. * Use a control group of employees who did not attend the training session to compare their performance to employees who received training.
Level III: Behavior
The third level measures employee behavior changes based on training. Your goal is to see how well trainees incorporate learned principles, skills, and knowledge into their jobs on a permanent basis—or at least until they learn a new and better way to perform.
Follow these methods for evaluating behavior: * Solicit the help of trainers, supervisors, and others who work closely with trainees to observe these employees before and after training, and to give their measurable, objective feedback on performance. * Continue observations for 3 to 4 months after the training session, so you can get an accurate assessment of whether trainees have made permanent performance improvements based on training.
Level IV: Results
Kirkpatrick’s first three levels focus on trainees and the effect of training on their performance. The last level in Kirkpatrick’s evaluation model focuses on the results of training on the company in terms of: * Reduction of costs * Reduction of turnover and absenteeism * Reduction of grievances * Increase in quality * Increase in quantity or production * Improved morale
Follow these suggestions for measuring the results of training on the company’s overall performance: * Measure statistics in each of the categories listed above (or whichever categories you included in your goal-setting) before and after training. * Use a control group, if possible, for comparison. * Measure more than once over several months to allow time for changes from training to affect the areas you listed.

3.7 Evaluation by Return on Investment (ROI) Analysis (or the Fifth Level of Evaluation)
Some training professionals consider ROI analysis to be one method for determining the results of Kirkpatrick’s fourth level of evaluation. Others consider ROI its own level and make it the 5th level of evaluation. In any case, this method is an effective way to measure the success of your training program.
ROI analysis gives the trainer data about the financial impact training programs have on the organization. It differs from Level IV evaluation in the sense that Level IV takes into consideration nonfinancial data such as employee satisfaction. ROI analysis deals strictly with the financial impact of training. It answers the question “For every dollar invested in training, how many dollars the employer gets back?”
Here are three great reasons to use ROI analysis: * It’s a concrete way to validate your training program as a business tool. * It can be used to justify the cost of your training program to upper management. * It can be a useful tool for choosing future training methods.
Many business executives view training as a business expense and, therefore, measure its worth in terms of profits made or savings earned from this expense. You need to make sure training is seen as beneficial to your company. Use the following formula when measuring the ROI for your company to get the percentage of profit earned for every training dollar spent.

ROI Formula:

ROI (%) = Monetary Benefits - Training Costs x 100 Costs
3.8 Other Evaluation Methods
Some other evaluation methods include first-hand observation and production data analysis. You can use observation both in the classroom to monitor trainees as they practice new skills and later on the job to see how they’re incorporating training into their performance. Your goal is to see how well the trainee learned the skill. You can develop a rating scale or simply make comments. Use production data analysis by keeping track of production quotas and other data before and after training. Compare the results to see measurable ways training improved job performance. Make sure you take into account variables other than training that could have affected performance when you look at these numbers.

Chapter- four
Data Findings

4.1 Findings:
Training analysis can be initiated for a variety of reasons for an employee or group of employees: * When a performance appraisal indicates performance improvement is needed. * To benchmark the status of improvement so far in a performance improvement effort. * As part of an overall professional development program. * As part of succession planning to help an employee be eligible for a planned change in role in the organization.
There are general benefits from employees training analysis: * Increased job satisfaction and morale among employees increased employee motivation. * Increased efficiencies in processes. * Resulting in financial gain. * Increased capacity to adopt new technologies and methods. * Increased innovation in strategies and products.

Chapter- Five
Recommendation
& Conclusion

5.1 Recommendation:
No doubt employees training analysis are a very powerful tool for the smooth functioning of the organization, but it needs to be used with care in order to derive all the benefits. Here are recommendations for getting the best out of this tool: * Learn about the needs and proficiency of each and every employee before an organization invests its effort, time & money on training. It’s better to identify the needs & shortcomings in an employee before actually imparting training to him/her. * Experienced & skilled trainer, who possesses good amount of knowledge & understanding about the organization's objectives, individual abilities & the present environment, should give training. * Active participation from the trainees should be encouraged. There should be a two-way communication between the trainer & trainee. * Feedback should be taken from the trainees after the training is over, so that the organization comes to know about the deficiencies in the training program & also suggestions to improve upon the same. * Focus of training should be on priority development needs and to produce strong motivation to bring change in employees. * The cost incurred on the training program should not exceed its benefits. * The method or type of training should be very cautiously selected by the organization depending upon the organizations' resources & an employee's individual need for training.
Thus, employees training analysis are a vital tool to cope up with the changing needs & technologies, & ever-changing environment. It benefits both the organization as well as the employees.

5.2 Conclusion:
Employees training analysis describes the formal, ongoing efforts of organizations to improve the performance and self-fulfillment of the employees through a variety of methods and programs. In the modern workplace, these efforts have taken on a broad range of applications from instruction in highly specific job skills to long-term professional development. In recent years, employees training and development has emerged as a formal business function, an integral element of strategy, and a recognized profession with distinct theories and methodologies. More and more companies of all sizes have embraced continual learning and other aspects of training as a means of promoting employee growth and acquiring a highly skilled work force. In fact, the quality of employees, and the continual improvement of their skills and productivity through training are now widely recognized as vital factors in ensuring the long-term success and profitability of businesses.

Reference: * Jeffery A. Mello (2007). Human Resource Management. Second Edition, 406. Haryana, India * http://www.hr-guide.com/data/G510.htm * http://managementhelp.org/training/systematic/needs-assessment.htm * http://www2.uwstout.edu/content/lib/thesis/2007/2007beckmanm.pdf * http://csjournals.com/IJITKM/PDF%204-1/51.pdf * http://www.oasisadvantage.com/why-training-is-important * http://www.opm.gov/policy-data-oversight/training-and-development/planning-evaluating/ * http://www.whatishumanresource.com/on-the-job-methods * http://www.xperthr.com/how-to/how-to-conduct-a-training-needs-analysis/6716/ * http://www.scribd.com/doc/95649490/TNA-Critical-Study