Training Needs Analysis of a Retail Company, SOURCES PROVIDED

28 ProfessionalSafety DECEMBER 2011 www.asse.org

IN BRIEF •The first step in developing a training program is to determine whether train- ing is needed. •A training needs assessment provides some certainty that the time, money and resources used to develop and conduct training will deliver desired performance-based results. •How is a training needs assessment conducted? What model can be fol- lowed? Does this model work across different disciplines or industries? Answers to these questions can guide the development of an effective train- ing needs assessment.

Tracey L. Cekada, D.Sc., CSP, CHSP, is an assistant professor of safety sciences at Indiana University of Pennsylvania. She holds a B.S. in Occupational Health and Safety from Slippery Rock University, an M.S. in Environmental Science and Policy from The Johns Hopkins University, and a D.Sc. in Information Systems and Communications from Robert Morris University. Cekada is a professional member of ASSE’s Western Pennsylvania Chapter.

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A n employee trips over a n o p e n f i l e c a b i n e t drawer. Another has a

near hit while standing beneath an overhead hoist. The typi- cal solution: Training, training and more training. But is this really necessary? While work- ers without occupational safety and health training likely are at greater risk for workplace injury and illness, the critical ques- tion is whether the training is adequate (Cohen & Colligan, 1998). Sometimes, too much training can dampen its effec- tiveness and decrease its cred- ibility. The difference between

effective and ineffective training may be death, in- jury, pain, suffering and lost pro�ts (Whiles, 1999).

A large amount of time and money is spent on training. In 1992, Broad and Newstrom reported that an estimated $50 billion was spent each year on formal training, with another $90 to $120 billion spent on less-structured, informal training. ASTD (2010) estimates that in 2009, U.S. organizations spent $125.88 billion on employee learning and development. The group reports that nearly two- thirds of the total ($78.61 billion) was spent on the internal learning function, and the remainder ($47.27 billion) was allocated to external services. 

How much training content do employees re- tain 1 month, 6 months or 1 year after training has been conducted? Estimates suggest that only 10% to 15% of the content is retained after 1 year (Broad & Newstrom, 1992). This problem is compounded when an organization believes that its regulatory- mandated requirements are met once training has been completed and documented. They focus little on whether the training was effective.

In some settings, training is seen as the answer to all workplace-safety-related problems. In these cases, training is implemented at every turn. Often,

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this may leave real problems unresolved. Over- training also can frustrate employees and cause them to question the credibility of management and the training program (Blair & Seo, 2007). Fur- thermore, the transformation from implementing required training to newer, performance-based models only heightens the need to ensure that training is the correct solution and, if so, that it is effective (Holten, Bates & Naquin, 2000).

What Is a Training Needs Assessment? Is training the right solution to workplace prob-

lems? To answer this, one can conduct a training needs assessment. This assessment is an “ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives” (Brown, 2002, p. 569). More simply put, it is the “process of collecting information about an expressed or im- plied organizational need that could be met by con- ducting training” (Barbazette, 2006, p. 5).

Essentially, a training needs assessment is a pro- cess through which a trainer collects and analyzes information, then creates a training plan. This pro- cess determines the need for the training; identi�es training needs; and examines the type and scope of resources needed to support training (Sorenson, 2002). Rossett (1987) explains that one conducts a training needs assessment to seek information about: 1) optimal performance or knowledge; 2) ac- tual or current performance or knowledge; 3) feel- ings of trainees and other stakeholders; 4) causes of identi�ed problems; and 5) solutions (p. 15).

Why Conduct a Training Needs Assessment? A training needs assessment often reveals the

need for well-targeted training (McArdle, 1998). Conducting an effective assessment ensures that training is the appropriate solution to a perfor- mance de�ciency.

For example, training is not the solution to prob- lems caused by poor system design, inadequate re- sources or understaf�ng (Sorenson, 2002). In some cases, increasing an employee’s knowledge and skills may not resolve the problem or de�ciency. In such cases, implementing training as the solution may waste valuable resources and time.

A training needs assessment can help determine current performance or knowledge levels related to a speci�c activity, as well as indicate the optimal per- formance or knowledge level needed. For instance, a 25% increase in slips, trips and falls in the produc- tion line area may indicate an emerging problem. A needs assessment collects information about worker competence or about the task itself in order to help identify problem causes (Rossett, 1987).

For a training needs assessment to be effective, its conductor must clearly understand the problem and consider all solutions, not just training, be- fore determining the best solution and presenting �ndings to management. “When properly done, a needs analysis is a wise investment for the organi- zation. It saves time, money and effort by working on the right problems” (McArdle, 1998, p. 4).

Costly mistakes can arise when an organiza- tion fails to conduct a training needs assessment or conducts one ineffectively. For example, a com- pany may rely on training to �x a problem when another solution would have been more effective or may employ training without examining the required performance skills needed for the task in question.

Background: Training Needs Assessment The scholarly literature available on training

needs assessments is limited. However, several case studies report how speci�c organizations or industries have conducted these assessments. Moseley and Heaney (1994) examine reports of needs assessments conducted across several disci- plines and identify many models and techniques in use. They report that different disciplines have found different techniques that work.

Furthermore, research on this topic indicates that an organization’s individual characteristics, such as size, goals and resources, public versus private sec- tor, global marketplace and corporate climate, may in�uence the training assessment methodology. Some characteristics may present unusual challeng- es and require special tools for conducting a training needs assessment (Hannum & Hansen, 1989).

Traditionally, a training needs assessment asks employees to list or rank desired training courses. Such an approach can include many employees. However, while the results may temporarily boost employee morale, the success in actually improv- ing employee performance on the job is limited. This may be because such an approach is not per- formance-based and employees often identify their training wants versus their training needs.

A training needs assessment can help determine current performance or knowledge levels related to a speci�c activity, as well as indicate the optimal performance or knowl- edge needed.

30 ProfessionalSafety DECEMBER 2011 www.asse.org

McGehee and Thayer’s (1961) three-tiered ap- proach to conducting a needs assessment con- tinues to serve as a fundamental framework. It encompasses three levels of analysis: organization, operations and individual. Today, operations anal-

ysis is more commonly called task analysis or w ork analysis (Holton, et al., 2000).

Organizational Analysis Organizational analysis “examines where train-

F igure 1

Ex ample of a Training N eeds Assessment

1) Is there a performance deficiency in the  workplace?  2) How do we know this? What data is this  deficiency tied to? (e.g., absenteeism, productivity  loss, lost work days, injuries, grievances, damage to  equipment/personnel/environment)  3) Even if no performance deficiency exists, are  there expected changes in the workplace that may  impact performance (e.g., recent changes in  regulations; layoffs to staff that may require other  workers to pick up additional tasks; new processes  or equipment being installed)? 

 are provided with annual refresher training on  confined spaces. This training covers the minimum required by the  OSHA standard. No injuries or damage to equipment have occurred  in the past 5 years related to entry into any of these spaces. 

 initially everything may look all right, employees are  anticipating significant layoffs to the maintenance staff and  supervisory level employees. As a result, additional staff may need  to be pulled from other departments to assist employees during  entry into PRCS. These employees do not have the requisite  knowledge and hands‐on experience to carry out the duties of the  attendant, entrant and entry supervisor. 

4) Who is involved in the performance deficiency? 5) If there are expected changes in the workplace,  who else could benefit from the training? 

 department; supervisory personnel from the  maintenance, engineering and carpentry shops; employees from  the engineering and carpentry shops.  

 from all divisions of facilities management could  benefit from this training so that they can properly educate staff. 

6) How can performance deficiency be corrected? 7) Can training improve this performance  deficiency (e.g., was there a skill or knowledge  deficiency that led to the problem)?   

 a current performance deficiency does not exist, it is  anticipated that once the layoffs take place, there is an increased  risk of employee injury if proper PRCS procedures are not followed  because current staffing needs will not be met. Because there may  be a change in assigned duties under these new conditions and  because some employees are new to the PRCS program, training  will be necessary. This training should be provided to the new staff  and reeducation on the current staff can improve performance.  Current staff who are familiar with PRCS entry procedures may  need to play a greater role in educating new employees to the  program. 

8) What is the best way to perform this specific job  task? This information can be gathered from  reviewing SOPs, regulations or job hazard analysis,  or by conducting interviews, conducting on‐site  observations, reviewing best practices and  reviewing performance reviews.  9) Does the employee have these skills and this  knowledge? (This information can be gathered in  much the same way as #8 above.)  10) What are the critical tasks that have the  potential to produce personal, property or  environmental damage? 

 for entry into PRCS are available in the maintenance  department. The PRCS program also should be referenced. These  should both be used as the primary documents to reviewing PRCS  entry procedures. 

 is expected that there will be two or three people on each shift  who can serve in one of the following capacities: 1) entrant; 2)  attendant; or 3) entry supervisor. However, employees should be  cross‐trained to serve as either entrant or attendant. Supervisors  from all divisions of facilities management should be trained to  serve as entry supervisor. However, it is expected that supervisors  in the maintenance department should still have ultimate control  over the permits. 

 of anticipated involvement between different divisions of  the facilities management department to carry out the PRCS  procedures, SOPs will need to be revised. Employees and  supervisors will need to be trained on new procedures. It is  recommended that all divisions of facilities management  (engineering, maintenance, carpentry, etc.) meet to discuss the  best approach to carrying out entry procedures. 

 should cover at a minimum those requirements outlined  in 29 CFR 1910.146(h)‐(j).  

11) When should training take place so that it  provides the most benefit to the employee and has  the least impact on business operations?  12) What format is most effective (e.g., classroom,  hands‐on, self‐directed)?  13) What else is needed to make the training  successful? 

 should take place as soon as possible after layoffs take  place. Training must occur before the scheduled quarterly entry  into the space. It is recommended that training take place for  approximately 1 hour at the start of the daylight shift. Evening and  night‐shift employees should attend this training session as well. 

 is suggested that during the training session employees will  actually go through the permitting procedures and be taken to one  of these PRCS for hands‐on experience. 

 training should be conducted annually. Additional  training may be necessary if there is a change in assigned duties, if  there is a change in permit space operations that presents a new  hazard, or when there are deviations or inadequacies in employee  knowledge. 

 

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ing is needed and under what conditions the train- ing will be conducted. It identi�es the knowledge, skills and abilities that employees will need for the future as the organization and their jobs evolve or change” (Brown, 2002, p. 572).

Through organizational analysis, data are col- lected by considering such items as absenteeism, safety incidents, lost workdays, turnover rates, grievances, customer complaints or other perfor- mance problems. These data can then be evalu- ated to indicate where training could improve performance. The organizational analysis phase also should plan for workplace changes, such as skills needed in the future, workforce demograph- ics, and evolving laws and regulations (Brown).

Future Skills Understanding how an organization may be

changing helps to identify skill needs. For exam- ple, will new equipment be installed or new pro- cesses implemented? Will standards or regulations change? Will technology change? Will employees need communication and interpersonal skills to better work with other employees or in teams? Will cultural changes occur within the organization?

Labor Pool An organization’s labor pool may change as

more older people enter the workplace or as wom- en or other minorities become more prominent. As the economy changes and operating costs adjust, the workplace may need to change. For example, becoming a global organization will require chang- es. Understanding the effects of such changes will help an organization better accommodate employ- ees’ needs while still meeting organizational needs.

Laws & Regulations Changes in safety and environmental regulations

as well as adoption of other laws may dictate that an organization provide training in speci�c areas. For instance, employees who work with hazard- ous materials may need annual refresher training. Under the Family Medical Leave Act or Americans with Disabilities Act certain information may need to be shared with employees. Changes in policies related to workplace violence or sexual harassment also must be communicated.

Operations/Task Analysis Operations/task analysis examines each job’s

knowledge and skills requirements and compares these requirements to employees’ actual knowl- edge and skills. Any gaps indicate a training need. Sources for collecting operations/task analysis data include job descriptions, standard operating proce- dures, job safety analyses/job hazard analyses, per- formance standards, review of literature and best practices, and on-site observation and questioning (Miller & Osinski, 1996).

According to Brown (2002): [A]n effective task analysis identi�es: •tasks that have to be performed; •conditions under which those tasks are to be performed;

•how often and when tasks are performed; •quantity and quality of performance re- quired; •skills and knowledge required to perform tasks; •where and how these skills are best ac- quired. (p. 573)

Individual Analysis Individual analysis examines a worker and how

s/he is performing the assigned job. An employee can be interviewed, questioned or tested to deter- mine individual level of skill or knowledge. Data also can be collected from performance reviews.

Performance problems can be identi�ed by looking at factors such as productivity, absentee- ism, tardiness, accidents, grievances, customer complaints, product quality and equipment repairs needed (Miller & Osinski, 1996). When de�cien- cies are identi�ed, training can be established to meet the individual employee’s needs.

The three levels of the needs analysis are inter- related and data need to be collected at all levels for the analysis to be effective. Based on the informa- tion gathered, management can identify training needs, establish learning objectives, and develop a training program that meets organizational and employee needs.

Training Needs Asssessment: Models & Key Steps McClelland (1993) discusses an open-systems

model for conducting training needs assessments. This model involves an 11-step approach to con- ducting a training needs assessment:

The three levels of the needs analysis are interrelated and data need to be collected at all levels for the analysis to be ef- fective. Based on the informa- tion, management can identify training needs, establish learn- ing objectives and develop a training program.

32 ProfessionalSafety DECEMBER 2011 www.asse.org

1) De�ne assessment goals. 2) Determine assessment group. 3) Determine availability of quali�ed resources to

conduct and oversee the project. 4) Gain senior management support and com-

mitment. 5) Review/select assessment methods/instru-

ments. 6) Determine critical time frames. 7) Schedule and implement. 8) Gather feedback. 9) Analyze feedback. 10) Draw conclusions. 11) Present �ndings and recommendations. Barbazette (2006) indicates that a training needs

assessment answers typical questions such as why, who, how, what and when.

h : Asking why helps to tie the performance de�ciency to a business need and examines wheth- er the bene�t of the training is greater than the cost of the current de�ciency.

ho: Asking who is involved in the perfor- mance de�ciency will reveal the target audience and help the trainer customize the program ac- cordingly. It also is important to identify anyone else who may bene�t from the training. Ho : Asking how the performance de�ciency

can be corrected helps determine whether training is the correct solution. It examines whether a skill or knowledge de�ciency led to the problem.

h : Asking what is the best way to perform a speci�c job task will help achieve desired results. Perhaps standard operating procedures outline how to perform a task or maybe government regulations must be considered when completing a task.

The trainer also must determine what occupa- tions are involved in the de�ciency. This helps identify critical tasks that have the potential to pro- duce personal or property damage. This process may involve reviewing accident data and records,

and interviewing various employees to gain insight.

h : Asking when training can best take place helps minimize impact on the business. Also, it is important to ask what else is needed to ensure that the training is delivered successfully.

The models available can guide the process of developing an assessment methodology. One conclusion based on the literature research is that no single model works in every situation. Instead, the literature available can more purpose- ly serve as a set of guidelines, principles or tools (Holton, et al., 2000).

As noted, assessing training needs is the �rst step in developing a training pro- gram (Rogers, 1991). To determine what type of model or guidelines to follow when selecting a training needs analysis technique, Brown (2002) suggests asking the following questions:

1) What is the nature of the problem being addressed by instruction?

2) How have training needs been iden- ti�ed in the past and with what results?

3) What is the budget for the analysis? 4) How is training needs analysis perceived in

the organization? 5) Who is available to help conduct the training

needs analysis? 6) What are the time frames for completing the

exercise? 7) What will be the measure of a successful train-

ing needs analysis report? The amount of time spent conducting a training

needs assessment varies based on organizational needs, resources, amount of time available and management commitment. However, the basic steps in conducting a training needs assessment include:

1) Determine the purpose for the needs assess- ment and what questions need to be answered. Typically, needs assessments are used to pro- vide data for budgeting or scheduling purposes (DiLauro, 1979). However, one should consider other needs, such as identifying individual skill or knowledge needs, organizational development needs, �nancial planning, staf�ng concerns and performance improvement needs.

2) Gather data. A wealth of knowledge can be collected by using tools such as observations, ques- tionnaires, interviews, performance appraisals, fo- cus groups, advisory groups, tests and document reviews. The best approach may involve a combi- nation of methods such as focus groups followed by observation that may reinforce or support the focus group �ndings.

A signi�cant amount of information is available regarding the proper design of questionnaires, as well as how to properly word interview questions so that they are not leading or too limited to gath- er valuable information. This topic is beyond the scope of this article.

Training Department’s Annual Review Q uestionnaire 1) List courses the training department is currently con- ducting for your department, then indicate how satis�ed you are with the results of each course. 2) List any of your department’s individual employees who have speci�c training needs to improve current job performance. 3) List any additional training that you or your employ- ees require in order of need. 4) List any training requirements that you believe will develop within the next year. 5) List any other areas in which the training department can be of assistance to you and your employees.

Note. Q uestionnaire from How to Identify Your Organiza- tion’s Training Needs ( pp. 8 4 -8 5 ) , by J .H . McConnell, 2003 , N ew Y ork : American Management Association.

www.asse.org DECEMBER 2011 ProfessionalSafety 33

3) Analyze data. This step involves identify- ing any discrepancies or gaps between employees’ current skills and knowledge and those required or desired for the job.

4) Determine what needs can be met by training. Identify performance problems that can be correct- ed by increasing employees’ skills or knowledge base. Problems related to issues such as motiva- tion, morale, resources, system design or learning disabilities should not be addressed by training.

5) Propose solutions. If the solution is related to a training de�ciency, then a formal or informal training program may be needed.

Training Needs Assessment: An Example Figure 1 (p. 30) presents a simpli�ed example of

a training needs assessment for a small organiza- tion (fewer than 100 employees) using Barbazette’s (2006) �ve-question approach that identi�es the why, who, how, what and when.

With respect to Figure 1, consider this scenario. Maintenance employees in a manufacturing plant must enter outdoor manholes (con�ned spaces) each quarter to check water levels in these spaces.

If water buildup is a concern, then the water must be pumped out. These spaces are considered per- mit-required con�ned spaces (PRCS) so staff must follow the company’s PRCS entry program.

To simplify this process, McConnell (2003) cre- ated an annual review questionnaire that a training department can use to query department managers at the start of the assessment process. This ques- tionnaire is presented in the sidebar on p. 32.

Conclusion A training needs assessment is a valuable tool to

determine what training needs exist in an organi- zation and the type and scope of resources needed to support a training program. When evaluating training, one must differentiate between programs that teach skills and those that convey information (Charney & Conway, 2005).

Delivering information such as a policy change involves conveying information. Enabling some- one to perform a job more safely or ef�ciently, or that enables an employee to produce a higher- quality product that reaps higher customer satis- faction is teaching a skill.

K ey Elements of an Effective Training P rogram While not the focus of this article, creating an effective training program encompasses several key steps.

• o o / l o lop to determine the

�nancial bene�t of conducting training. • l h l o . Objectives

describe what learners will do; state the conditions under which they will do it; and establish criteria by which successful perfor- mance will be judged (Molenda, Pershing & Reigeluth, 1996). Training objectives should be aligned with an organization’s business goals and mission. ANSI/ASSE Z490.1, Criteria for Accepted Practices in Safety, Health and Environmental Training, provides guidance on writing clear, achievable and measurable objectives.

• o o l - g . Determine the most effective training

method for a particular situation. Classroom training may be the most effective for one situation, but less so for another. Or, a com- bination of classroom and on-the-job training may be most effective. Other delivery meth- ods include video, web-based or computer- based training.

• h h o ho o o o l . In-house

training may cost less, provide more �exibility and bring greater hands-on knowledge of the task at hand. An outside consultant may build more interest and bring added credibil- ity related to the topic.

• l h l g h h o . Learning activities should en-

able learners to apply principles learned in the classroom. To do this, the trainer must understand the audience. Adults learn differ- ently than young students and understanding the challenges and assets related to instruct- ing adults will improve training effectiveness.

• o l g o l oo o o pl . Effective training enables the

learner to apply the knowledge gained in the workplace. Barriers such as a lack of rein- forcement on the job, interference from the environment or a nonsupportive organiza- tional culture can inhibit transfer of train- ing (Broad & Newstrom, 1992). Coaching, behavior observation, and accountability for managers, supervisors and employees are just a few ways to improve training transfer.

• l g p og - . This process, critical to success, can

range from having trainees complete course rating forms and taking posttraining tests to more complex methods such as using leading and trailing indicators (e.g., accident data re- cords) to measure performance improvement.

• pl o o o h l o . These improvements may range

from changing training materials, time allot- ment on content and facility location to actual improvement in instructor performance, con- tent and evaluation tools. If the assessment process merely evaluates program effective- ness, yet no recommendations for improve- ment are implemented, then continuous improvement will not occur.

34 ProfessionalSafety DECEMBER 2011 www.asse.org

A training needs assessment is the �rst step in establishing an effective training program. It is used as the foundation for determining learning objectives, designing training programs and evalu- ating the training.

Conducting a training needs assessment is an opportunity for managers and trainers to get out into the organization and talk to people. Informa- tion is collected, ideas are generated and energy is created within the organization. Such excitement can energize any training that may follow (War- shauer, 1988).

A well-orchestrated training needs assessment can deliver many positive outcomes, according to Warshauer (1988):

1) increasing the commitment of manage- ment and potential participants to training and development; 2) increasing the visibility of the training function; 3) clarifying crucial organizational issues; 4) providing for the best use of limited re- sources; 5) providing program and design ideas; and 6) formulating strategies for how to proceed with training efforts. (p. 16)

Other bene�ts can include developing employ- ees who have the skills and knowledge to perform their jobs; meeting organizational performance objectives; and improving relationships and em- ployee morale (McConnell, 2003).

Training is often viewed as a nuisance and as a costly endeavor rather than as a tool to boost the organization’s bottom line. This perception is rein- forced when trainers fail to illustrate the cost/ben- e�t of the training that they conduct.

Trainers must address the major question, “What is the difference between the cost of no training versus the cost of training?” (Michalak & Yager, 1979, p. 20). By illustrating the cost savings, train- ers can provide a much clearer indicator (and gain needed support) to proceed with training.

While the amount of scholarly literature on training needs assessments is limited, several case studies show how speci�c organizations or indus- tries have conducted these assessments. The lit- erature available can serve as a set of guidelines, principles or tools to help SH&E professionals de- sign a methodology for conducting training needs assessments that work for their organizations. PS

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