1. 12-1 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e C HAPTER 12 TAETAS501B Undertake organisational training needs analysis

2. 12-2 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Training needs Determine organisational objectives, expectations and requirements Develop a professional relationship with the organisation Address any issues that may impact on these objectives Identify and access resources Develop a project plan

3. 12-3 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Identifying objectives Improved individual learning for new or existing staff Access to government training incentives and funding for staff development, achievement and recognition of qualifications, or ‘up-skilling’ Productivity improvement Developing administration and records management systems Compliance with legislative or regulatory requirements Individualised organisational training and skill requirements

4. 12-4 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Issues affecting TNA Current and future market trends/conditions Organisational culture and management support for a learning culture Internal politics Workforce perceptions and engagement Availability of government funding support Planned or anticipated restructuring Potential changes in management Funding and budgetary changes Availability and constraints of expected training Availability of organisational documentation

5. 12-5 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Resources People Documents Goods/products Environments (Refer to the thorough lists in your textbook)

6. 12-6 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e TNA stages Document review Data collection Training gap analysis Report

7. 12-7 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Data collection tools Document review Interviews and focus groups Surveys and questionnaires Observations Most importantly—asking the RIGHT QUESTION

8. 12-8 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Job analysis Duties of the job/role Responsibilities of the job/role Tasks involved in performance of the job/role Required or expected knowledge Attitude towards the work How the job is performed, step-by-step Equipment provided or required for the job tasks The level of supervision, responsibility or autonomy The working environment (e.g. safety, distractions, conditions, physical effort) Performance measures or quality controls

9. 12-9 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Data analysis techniques Quantitative vs. Qualitative

10. 12-10 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Training solution considerations Table 12.5 Consolidated overview of training options

11. 12-11 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Developing training plan Identify training needs and the data/evidence supporting your assessment of need Recommend training required Identify the target groups/individuals for the training State training objectives You may also include: a cost estimate for each type of training offered a proposed timeline for implementing the plan, and commencement/completion of the training

12. 12-12 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Training recommendations Table 12.8 Considerations in recommending internal or external training

13. 12-13 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e TNA presentation Organised—logical flowing information (as per report format) Attractive—not too busy or sparse, with a good balance of text to space Easy to read—easily understood font, 11 or 12 point, with spaced paragraphs. Justified (left as a minimum). Use language appropriate to the client organisation, and avoid colloquialisms. Appropriate illustrations—only use photos, graphs, tables or diagrams that are appropriate and relevant. The TNA is not a sales brochure or picture book!