VII.B Training Needs Analysis

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Excerpt From The Certified Manager of Quality/Organizational Excellence Handbook

When training and/or education are determined to be the best solution to the problem or situation, the next step is to determine the needs. Considerations when establishing these needs are:
  • Is the need mandated by a regulatory body (for example, safety, hazardous materials, food quality, toxic material use)? Is the need clearly defined?
  • Is the need mandated by management in support of a specific strategic objective (for example, customer contact skills or an ISO 9001–based quality system)? Is the need clearly defined?
  • If not mandated, is the need directed toward correcting a knowledge/skill deficiency? If so, who are the affected individuals? How many individuals are affected? Where are they located? What do they need to learn to do? What do they presently know about how to do what they are expected to do? What is the expected outcome of the training? Within what time frame must the individuals be trained? Need all individuals affected be trained at one time, together, or individually, or just in time?
  • What delivery method is most appropriate for the needed training (instructor-led classroom training, self-directed, on-the-job training, or other)?
  • What facilities, methods/programs, trainers, materials, equipment and so on, are available?
  • What presently unavailable resources are needed to achieve the training or education objective?
  • If primarily a training need, does a benefits–cost analysis justify the training? How will the training be funded (budget, appropriation, grant or subsidy, or other)?
  • How should the training effectiveness be measured and evaluated (for example, demonstration of skills learned, on-the-job performance improvement, or return on training investment)?
  • What top management commitment and personal involvement are necessary to successfully execute the training and education plans?
A design can be determined once needs have been established, the number of individuals to be affected has been identified, the availability of personnel and facilities has been confirmed, and so on. The needs, timing, resources available, funding, and operating constraints will affect the method of delivery selected. Here are a few examples:
  • Two newly hired workers, who need basic safety, housekeeping, and ISO 9001–quality system orientation, when reporting for work might be asked to watch three DVDs and successfully complete a quiz to demonstrate assimilation and understanding of the learning points. (Education)
  • All machine operators need to learn how to use a new onboard statistical process control computer terminal to be installed at their machines. Training is needed just before the new system goes online. Appropriate just-in-time training might consist of instructor-led classroom training with each individual demonstrating the requisite skills to perform the task. (Training)
  • One-to-one on-the-job training by a skilled operator is one solution for an experienced machine operator transferred to a new work cell where unfamiliar machinery is in use. Another solution could be to send the operator to a course offered by the machinery manufacturer. (Training)
Association for Talent Development (ATD) Links:
Most Valuable Skills for Instructional Designers
Self-Assessment Tracking Sheet

Additional Links:
Addressing the Skills Gap with Micro-Credentialing - Desire2Learn Website Blog, Jeff Salin
The enterprise guide to closing the skills gap - IBM Institute for Business Value

Quality Management BOK Reference

VII Training and Development
VII.B Training Needs Analysis - Use various tools and techniques such as surveys, performance reviews, regulatory requirements, and gap analysis to identify training needs.

CMC Resource Page

Additional Resources
Back to the Training and Development CMC
Back to the Quality Management Body of Knowledge

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Date Added: Sep 14, 2018
Date Last Modified: Apr 8, 2020
Category: Resources
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