Training Needs Analysis Guide
Training Needs Analysis Guide
Contents
Page:
Appendices:
Page 18
Appendix 1: Identifying and Meeting Learning Needs: Diagnostic Tool
Page 21
Appendix 2: S.W.O.T Analysis template
Page 22
Appendix 3: Competence-based TNA Analysis
Page 24
Appendix 4: Personal Development Plan
Page 25
Appendix 5: Learning & Development Plan
What is Training/Learning Needs Analysis (TNA)
• Organisational level
• Team/departmental level
• Individual level
These three levels are inter-linked, and using this structure will help ensure a
balanced analysis that takes into account the big picture as well as the specific needs
of individuals.
• Analysis of existing strategies and plan to identify what skills are needed for
delivery
• Questionnaires – paper based or online
• One-to-one interviews
• Focus groups - facilitated small group discussions with a representative
sample of people
The outcome of your TNA should be a robust learning and development plan, based
on research and linked to organisational, team and individual objectives.
Some of the questions that you might like to ask before undertaking an analysis of
learning needs are:
The more questions that you can answer yes to, the easier it will be to undertake
training needs analysis. The information in this section and the diagnostic template
(see Appendix 1) will help you in accessing resources to support your TNA process.
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Organisational Level
Training/learning needs analysis at this level should start with a review of the
organisation’s strategic and operational plans.
The more people that you can involve in identifying this data the better: trustees,
managers, staff and volunteers can all bring a different perspective and contribute to
a deeper analysis.
Once you have a strategic picture of the organisation’s objectives, performance and
future direction, you can review this from the perspective of the knowledge, skills
and behaviours that can help your organisation to build on its strengths and address
weaknesses.
Strengths
How can you capture the good practice and expertise that already exists?
How can you build on the strengths, skills and knowledge already in the
organisation?
Weaknesses
What skills, knowledge or behaviours could help address the identified weaknesses?
Opportunities
What skills, knowledge or behaviours that could help your organisation make the
most of the available opportunities?
Threats
What skills, knowledge or behaviours could help your organisation manage and
overcome the identified threats?
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Team Level
It will involve taking into account both the needs of individuals, but also anything
that can help your department or team to work together as effectively as possible.
“Involve the people who really know about what’s going on on the ground.
The people who are delivering services are the ones who can decide what
outcomes are really needed, and help to determine learning opportunities that
are fit for purpose.”
A key tool for identifying learning needs at this level are appraisals or performance
reviews. Normally undertaken annually, appraisal provides an opportunity to review
work objectives for the previous year, and agree objectives for the year ahead. Think
about how you can support your staff (or volunteers if appropriate) in identifying
learning needs related to these objectives.
SMART Objective
SMART is a way of checking that your objectives are clear. It applies to both work
and learning objectives.
Measurable:
There is a clear way of knowing when you have done it.
Realistic:
It is a realistic goal bearing in mind the time and the resources available (doesn’t
mean it shouldn’t stretch or challenge you!)
Time-bound:
There is a date or deadline for achieving the objective.
Relying on an annual appraisal to identify learning needs will not allow for the
flexibility of addressing challenges as they arise, so think about how you might build
in more frequent reviews, for example, as part of regular supervision sessions.
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You might also consider using a Competence-Based TNA Diagnostic tool (see
Appendix 3) to help with identifying job related learning needs. This example is
designed for volunteer managers and draws on the relevant national occupational
standards, and you can adapt this format using any relevant competency framework.
In order for training/learning needs analysis to be effective, line managers will need
to have the necessary knowledge and skills to work with staff and/or volunteers to
help them identify their needs and how to meet them.
You might consider using a competency framework as a basis for job design,
appraisal and training needs analysis. Competencies are statements of effective
behaviour in meeting a particular outcome. You can develop competencies internally,
or draw on existing competencies as a starting point.
The occupational standards for Management and Leadership can be a starting point
for developing competence in the way managers support learning within their teams.
Of particular relevance is Unit D7 Provide Learning Opportunities for Colleagues.
Managers can also be instrumental in identifying the broader skills and knowledge
resource base that exists within the organisation. People may well have knowledge
and skills that are not fully demonstrated within their current jobs, but which could
be used in other ways – for example in mentoring new members of staff.
It may be that many learning needs can be dealt with on a team level, for example
through cascading information at team meetings. However, this is more likely to be
effective if it takes place within a system and culture which makes it easy for people
to identify and ask for support from team members.
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• People learn a lot from teaching others – encourage people to share what
they know with others – in writing, at team meetings, at staff conferences
and events, informally
• Get involved with initiatives such as Learning at Work day which encourage
people to participate in “taster” sessions on topics which may be unrelated to
their daily work. See the Campaign for Learning website for ideas.
Individual Level
Appraisal and supervision meetings allow individuals to reflect on their own learning
needs in relation to their work objectives. What additional skills and learning do they
need to improve what they do?
“If you are asking for people’s training needs, then as an organisation you
need to be able to meet them, or at least partly meet them, relatively quickly.
If people ask for training and don’t receive it they can get disenchanted and it
affects their view of training”
Assessment tools such as 360 degree feedback systems can be helpful in getting a
more rounded picture of individual performance, and the impact that people are
making at different levels within the organisation. This tool is perhaps particularly
appropriate for those in management or leadership roles. The Third Sector
Leadership Centre has reviewed a number of assessment tools, and case studies can
be found on www.thirdsectorleadership.org.
Identifying learning needs at individual level is not just about what needs to be
learnt, it is also about how best to do it. Find out how people have enjoyed and
benefited from learning in the past. More information on learning styles visit the
Campaign for Learning website.
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The outcome of training/learning needs analysis at an individual level should be a
Personal Development Plan (see Appendix 4) which outlines personal learning
objectives, linking them to the agreed work objectives.
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Adapted from “Personal Development Plans” www.businesslink.gov.uk.
Neil Sherringham,
Director of Human Resources,
Kingston and Wimbledon YMCA
The needs of trustees and volunteers should be identified and included in the training
plan, just as those of staff. There are various resources available which can
specifically help in this area:
Trustees
The Governance Hub (now the Governance and Leadership team at NCVO) developed
a toolkit for trustees and management committee members, based on national
occupational standards. This contains exercises to support learning and
development.
Volunteers
We did a lot of work this year around increasing our commitment to equality
and diversity - making sure all our venues (internal and external) are fully
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accessible, asking clearer questions around dietary requirements, and
arranging dates so they don’t fall on religious or school holidays.
Emma Marshall,
HR Business Partner, United Response
In-house courses
Developing a course to be run on your premises and tailored to the needs of your
staff and volunteers. Useful if the training need is widespread across the organisation
or is quite specific to your needs, for example training on a new system or process.
You might commission an external trainer to develop and deliver the course, or ask
someone with relevant expertise within the organisation to deliver the training. If the
latter, you might need to ask whether there is a need for some “train the trainer”
training to ensure that they can communicate their knowledge effectively.
Details of trainers with voluntary sector experience can be found through NAVCA’s
Trainers’ and Consultants Direct or NCVO’s Consultants’ Directory.
Attending external training courses have the advantage of allowing you to network
and learn from people in other organisations. This networking element is one of the
reasons classroom based training remains so popular. External training can be
expensive, but there are many courses available that are priced at affordable levels
for voluntary organisations, sometimes on a sliding scale. Good starting points for
information on local training are local infrastructure organisations. The NAVCA
website can provide access to these organisations.
Conferences are ideal for getting up to date with developments and for networking
and learning from others. For information on some of the events being run within the
voluntary sector, try the Improving Support website which provides information on
conferences and learning events being run by the National Support Services in areas
such as HR and Employment Practice, Volunteering, Campaigning and Equality and
Diversity.
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E-learning/Blended Learning
Sometimes the learning need can be met simply by reading a suitable book or
buying an appropriate toolkit. Where the need is to keep up to date with current
developments, a journal subscription and allowing time for reading as part of the
working week can be a simple and effective way to keep learning current.
Coaching
Sometimes coaches are hired from outside the organisation, but increasingly
organisations expect all line managers to operate as coaches, which may indicate a
training need at line management level. For more information visit the Coaching and
Mentoring section of www.skills-thirdsector.org.uk.
Mentoring
Typically mentors will be experienced managers (but not individuals' line managers)
who regularly meet more junior colleagues to help them perform better and develop
them for career advancement. For more senior managers, outside mentors may
sometimes be hired. In the voluntary sector, organisations such as ACEVO operate
schemes to put senior staff in touch with suitable mentors. For more information visit
the Mentoring and Befriending Foundation’s website at www.mandbf.org.uk.
Shadowing
Shadowing involves spending a short period time with someone in a different job –
either within your own organisation or externally. This might include sitting in on
meetings, observing how day to day tasks are done. Shadowing can be useful as part
of an induction when you shadow more experienced staff.
It can also be used as a development opportunity where both parties can learn from
each other, as being shadowed can help you review the ways in which you habitually
work.
Secondments
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while you retain some of your existing responsibilities. These opportunities can be
valuable in helping an individual learn about different ways of doing things.
Action Learning
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Prioritising learning needs
Once you have identified learning needs across the organisation, they need to be
analysed and prioritised.
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Evaluation of learning
Level 1 Reaction
This asks learners how they felt about the learning experience. It is usually assessed
by means of a course evaluation questionnaire or “happy sheet”. There are
alternatives to questionnaire – for example you could end a training session by
asking people to jot down answers on post-it notes, for example: what I liked? What
could be improved? What I learnt? What else do I need to learn about the subject?
These can then be collated on a flipchart.
Level 2 Learning
This will assess what has actually been learnt. So if the learning objective was some
essential health and safety information, this could be tested with a quiz. If it was the
ability to perform a particular task such as producing a spreadsheet or chairing a
meeting, this could be tested and observed in the workplace.
Level 3 Behaviour
This looks at the effect the learning intervention has on an individual’s behaviour in
their job. This could be assessed by reviewing changes in knowledge, skills and
competence as part of the supervision and appraisal process.
Level 4 Results
Once you have reviewed the data gathered at organisational, team and individual
level, bring this together into a learning and development plan (see Appendix 5).
The plan should not only identify the learning requirements within the organisation,
but should prioritise them and set out the ways in which the requirements can be
met, the resources needed, the timescale, and the way in which the learning will be
evaluated.
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Resources – advice, support and consultancy
Train to Gain (for paid staff and volunteers)
www.traintogain.gov.uk
Train to Gain is an independent skills brokerage service for England funded by the
Learning and Skills Council. The service includes a free training needs consultancy
session. Your broker will then research a choice of training options to meet you
needs. The service is currently only available for paid staff.
Train to Gain also offers access to some free training, specifically for individuals
without an existing level 2 qualification. They can also help you access low cost or
subsidised training opportunities in your area, where available. Brokers operate
regionally and the Train to Gain website offers a matching service to a regional skills
broker who specialises in the voluntary and community sector.
“We had to train our care workers up to NVQ level 2, because of government
legislation. Train to gain was great because a broker came in to talk t us about what
we needed, and then searched for the right course for us, at the best possible cost.
Time is at a premium here, so it was great to have a service that saved us a lot of
time and effort”
Christine Fell
The Salvation Army, Rookstone Care Home
Cranfield Trust
www.cranfieldtrust.org
Cranfield Trust offers free project consultancy to small and medium sized charities
involved in addressing issues of poverty, disability or social exclusion.
NCVO Consultancy
www.ncvo-vol.org.uk
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Resources – Toolkits
Assessing Voluntary Experiences
Free downloadable toolkit from the Institute for Volunteering Research. Tools to help
volunteers reflect on their volunteering experience and their learning needs.
Aimed at the justice sector, this practical guide can be downloaded from the Skills
For Justice website.
www.ncvo-vol.org.uk/governanceandleadership.asp
www.skillsforcare.org.uk
www.skillsactive.com
This toolkit for the sport and recreation sector is available on CD-ROM. It contains
editable templates and forms to help with identify training needs. Free to Skills
Active members.
www.ncvo-vol.org.uk/publications/showall.asp?id=1488
Toolkit includes case studies and worksheets covering a range of planning activities
with relevance to staff development, including SWOT analysis, internal health
checks, cost-benefit analysis, performance management and outcome assessment.
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Resources - Websites
Businesslink
www.businesslink.gov.uk
The skills and training area of this side includes a straightforward guide to training,
which includes information on TNA and related topics.
Investors in People
www.investorsinpeople.co.uk
Framework for developing the people within your organisation. The IiP standard
outlines what can be expected in terms of learning and development activity at
different levels of an organisation. A summary of the standard is available from
www.peterhoney.com
A range of paid-for online and printed questionnaires and other resources to help
people identify and work with their preferred learning styles.
www.volresource.org.uk/briefing/mng_peep.htm
Concise introduction to managing people and teams. Includes some useful advice on
appraisal, training and creating learning organisations.
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Resources – Books
Learning needs analysis and evaluation
Authoritative textbook style book, giving plenty of information on all stages of the
process. Emphasises business needs as the driving force for learning activity. Covers
identifying and specifying learning needs, developing a learning and development
strategy and plan; and evaluating the learning. This book is particularly strong on
evaluation processes with lots of examples of how to approach evaluation at different
levels.
Tips and techniques for training needs analysis. Concise style - easy to dip in and out
for ideas. Covers the training needs investigation process, information on using
competencies as a framework, on transfer of learning back to the workplace and on
evaluation. Includes a questionnaire on your readiness you are for TNA which can be
used as a starting point for organisations new to the process.
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Acknowledgements
Thanks very much to the following people for their input and advice:
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Appendix 1: Diagnostic Template
Identifying and meeting learning needs
This diagnostic looks at the organisational processes which can support training/learning needs analysis, and signposts to
external resources that can help with filling gaps. Information and additional resources on these various areas can also be
found within in the TNA section of the Skills – Third Sector Website, www.skills-thirdsector.org.uk.
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Do we have an appraisal Good Guide to Employment, NCVO
system in place? www.ncvo‐vol.org.uk/publications
Volunteer Centres
Advice on good practice in supporting, inducting and developing volunteers
www.volunteering.org.uk.
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Sub‐sectors
We work in the sport and Successful Workforce Development Planning – A Guide
leisure sector Toolkit available on CD‐ROM. It contains editable templates and forms to help
with identify training needs. www.skillsactive.com.
We work in the justice sector A guide to the development of education and training using national
occupational standards
www.skillsmark.co.uk/category.php?ID=102.
We work in the health sector Health ‐ Competence Application Tools
Online diagnostic tools for identifying team and individual competency gaps in
the healthcare sector. www.skillsforhealth.org.uk.
We work in the care sector Skills for Care - Workforce Planning Toolkit, 2nd edition (2004)
Includes a training need analysis guide and some tools and templates, including
an induction matrix and an individual training plan template.
www.skillsforcare.org.uk.
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Appendix 2:
S.W.O.T Analysis template
Strengths Weaknesses
Opportunities Threats
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Appendix 3: Competence Based Learning Needs Analysis
One way of identifying individual learning needs is to take a competence framework that covers your
role, and use it to identify specific areas where you would like to develop you confidence and skill.
Consider each item in the list below and then tick the appropriate columns to indicate:
• The activities that you carry out in the course of your work
• The importance of each activity within your work responsibilities: (is this a significant part of your
role?)
• How confident you feel in carrying out the activities: (is this an area in which you would benefit
from further developing your knowledge, skills and understanding?)
Follow this by a review of learning methods, selecting those you consider would be most effective for
you.
[NOTE: This sample template has been compiled using the National Occupational Standards for the
Management of Volunteers, D Units: Managing and developing volunteers and the format can be
adapted for any suitable competency framework]
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Methods of meeting learning needs
There are many ways to meet learning and development needs. What learning methods would you find
most helpful to support your development?
In-house courses
E-learning
Blended learning
Books or journals
Coaching
Mentoring
Shadowing
Secondment
Action learning
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Appendix 4: Personal Development Plan
Learning Objectives Learning and Evaluation – how will I know Cost/budget Time
(SMART) Development learning has been successful
activities/methods
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Appendix 5: Learning and Development Plan
Learning and How will this
Organisational Knowledge and Who will
Development be Cost Date
Objective skills required participate?
activities/methods evaluated?
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