Training Needs Analysis (TNA)

INSTRUCTIONAL
TRAINING FOR
TRAINERS
 NEEDS
ASSESSMENT
TRAINING
NEED
ANALYSIS

ADDIE
Needs
Assessment

“the process of collecting

information about an
expressed or implied
organizational need that could
be met by conducting training.
The need can be a desire to
improve current performance
or to correct a deficiency”
Training • thorough study of an organization,
department, or functional unit to
determine how training can help to

Needs improve effectiveness and efficiency

and meet regulatory obligations or
internal standards, thereby supporting

Analysis the organization’s goals and business

needs
TNA
Tools
Analysis
• This phase is about
understanding the problem a
customer is
experiencing, why it’s happen
ing, and what training is
required to solve
Analysis
Design
• means defining learning
objectives and planning the
structure and
content, along with the
assessment approach and
media selection. 
Design
Development
• The creation of the material
and activities that will be
utilized in the training course.
Development
• Includes the development of
storyboards, workshop
activities, integration of any
technologies (video or
simulations)
• Drafted and revised
 Implementation
• This phase begins by ensuring that the
references that stated in development
phase are ready for training
• Participant preparation, registration,
• Actual involvement of the participants in the
training
 Evaluation
• This phase is intended to ensure the
training and content achieved the learning
objectives.
 Evaluation
Consists of TWO parts:

Formative Summative
 Evaluation
Formative:
• Assessing a program while the program is being formed or
in progress
• To monitor learning to provide ongoing feedback. Help to
recognize where people are struggling and make
adjustment during the class
 Evaluation
Summative:
• Assessing a program at the end of the program activities.
• Tests, surveys, interviews, observations, any assessments
• Important to know whether the learners have successfully
learned what we intended them to learn
Chapter 3: Process vs. Content

INSTRUCTIONAL
TRAINING FOR
TRAINERS
 ABOUT
ABOUT CONTENT
PROCESS

A FACILITATOR’S
FOCUS
Content
Content -
The ‘what’ being
discussed.
Content
• Topics/themes etc. for discussion
• The task at hand
• The problems being solved
• The opportunities being explored
• The decisions to be made
• Agenda items
• Goals and objectives
 A good content Facilitator can;
> Be the acknowledged expert in the
room and may input large pieces of
relevant and applicable content, data,
information and thinking
Content
> Lead the group in a specific
direction and provide opinion etc.
with the intent of influencing the
outcome
Process
•Process –
The ‘how’ things are
being discussed
and dealt with.
 The methods and processes being used

The tools and techniques used

Workshop/meeting design

Process Group dynamics

Rules, norms and guidelines that are set

Managing and maintaining relationships

Managing the environment

 A good process Facilitator can;

> Design and develop process(es) to use in

a workshop/meeting/training environment.

Process > Support, guide and the group using

structured tools, techniques, methods and
appropriate interventions to enable the
group to achieve the stated purpose and
outcomes
 Facilitator’s
Focus
1. Design and plan the group process, and select the
tools that best help the group progress towards that
outcome.
 Facilitator’s
Focus
2. Guide and control the group process to ensure that:
• There is effective participation.
• Participants achieve a mutual understanding.
• Their contributions are considered and included in the ideas, solutions
or decisions that emerge.
• Participants take shared responsibility for the outcome.
 Facilitator’s
Focus
3. Ensure that outcomes, actions and questions are
properly recorded and actioned, and appropriately dealt with
afterwards.
Chapter 4: Facilitation and Trainer Skills

INSTRUCTIONAL
TRAINING FOR
TRAINERS
 USING THE
SKILLED
FACILITATOR
BEGINNING AND APPROACH
ENDING
MEETINGS

DEALING
WITH EMOTIONS
The Skilled Facilitator
Approach
• A theory of group facilitation that contains a
set of core values and principles and a number
of techniques and methods derived from the
core values and principles.
 The model enables you and the group to
work together to:

jointly identify when the group is having

The Group problems,

Effectiveness
Model identify the causes that generate the
problems,

and begin to identify where to intervene

to address the problems
A Clearly
Basic
Defined
Facilitator
Role Developmental
A Clearly • If a group calls you in to
simply help them to
Defined improve their process in
order to solve an
Facilitator immediate problem, this
is referred to as "Basic"
Role facilitation.
 In "Developmental" facilitation,

A Clearly
> a group desires to go deeper in their work with process

Defined > They seek to improve their own facilitative skills while
they solve their problem

Facilitator The facilitator goal: teaching, modeling, and encouraging

them to attend to their own individual and group process. 

Role
Requires significantly more time and facilitator skill
Ground Rules for Effective Groups

The ground rules serve several functions.

First, they serve as a diagnostic tool. By understanding the ground rules, faci can quickly identify dysfunctional
group behavior

Second, a teaching tool for developing effective group norms. When groups understand the ground rules and
commit to using them, the members set new expectations for how to interact with each other. This enables the
group to share responsibility for improving its process.

Finally, the ground rules guide your behavior as facilitator.

The Diagnosis-Intervention Cycle

The 1. Observe behavior.

diagnosis– 2. Infer meaning.
3. Decide whether, how, and why to intervene.
intervention 4. Describe behavior, and test for different views.
5. Share your inference, and test for different views.
cycle, a six- 6. Help the group decide whether to change its behavior,
and test for different views
step process:
Low-Level Inferences

An inference is a conclusion you reach For example, if you see someone silently
about something that is unknown to you folding his arms across his chest in a
based on what you do know. meeting, you may infer that he disagrees
with what has been said but is not saying
so
 Facilitation involves developing a relationship with
a group

A Process for
Agreeing on which the group gives you permission to help them
How to Work because : expert and trustworthy facilitator

Together The faci need a clear understanding and agreement

with the group about your role as facilitator and
how you will work with the group to help it
accomplish its objectives.
Facilitating beginnings and
endings
Get set before the beginning
• Beginnings are a whole lot better if people know why they’re there
and what’s expected.
• What are the objectives and expectations?
• What output is needed by the end?
• How long is the workshop?
• Why are they being invited?
• What do they need to know, read, watch and prepare before the
session?
• Make it clear in the meeting invite, with all the necessary links and
attachments included.
Facilitating beginnings and
endings
‘Contract’ to get off to a good start
• The first few minutes together are when you set out a
verbal contract and seek consensus.

• Start the actual session with a very brief recap of the

expectations and output required.

• Clarify when you’ll finish and when there’s a break if

there is one.
Facilitating beginnings and
endings
Close clearly and well
• When drawing the session to a close, a skilled
facilitator allows everyone to comment on

 both the content or output and

 the process of getting there.
 Belonging: Give a big smile, eye contact and warm welcome to each participant as he or she enters the room

Receptiveness: Acknowledge that they may be nervous. Show empathy for their challenges and the time it
takes to implement what they’re learning. Speak to your own experience of the first time you learned this
material.

Dealing
Hope: Share your vision of what you see for them as a result of learning this material.

Meaningfulness: learners must care about what they’re learning – beyond how it might help them get a

With
promotion

Relief: Let them know mistakes are welcome, because mistakes mean they’re trying, and learning.

Emotions Confidence: Make sure your training has clear milestones for success. Create a scoreboard where trainees
can visibly track their progress.

Joy: As a trainer, try on some “edutainment” – combine education with entertainment.

Wonder: Ask thought-provoking questions

WHAT ARE THE
KEY
LEARNINGS?
THANK YOU
LISTENING!