Training Needs Analysis (TNA), management homework help

Do you need academic writing help with your homework? Let us write your papers.

Order a Similar Paper Order a Different Paper

Save your time - order a paper!

Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines

Order Paper Now

Training Needs Analysis (TNA)***Pleas read in full before
answering__Answer all questions in full in complete paragraphs***
Paragraphs consists of a minimum of 5 sentences**Plagiarism report MUST
be attached****Original and graduate level work required. I have
attached the article at the bottom.Any questions feel free to ask!!

Presented at the end of chapters 4, 5, 8 and 9 of the Blanchard
and Thacker (2013) text, are examples of what would be done in a
real situation regarding a small business that requested training.
Review the Fabrics Inc. example at the end of chapter 4. In the
Fabrics Inc. example, Blanchard and Thacker (2013) have
demonstrated, needs analysis, the first phase in the Training
Process Model.

In an 800 to 1,000 word paper (excluding the title and reference
pages), discuss the strengths and weaknesses of the approach and what
might be done differently using the Fabrics Inc. example. Identify the
sources of data used in the analysis. Discuss how closely the approach
correspond to the ideal model presented in the Blanchard and Thacker
(2013) text. Consider the advantages and disadvantages of the
assessment methods used. Then, describe at least two additional methods
that could have been used, providing rationale as to why these methods
could be used.

Your paper should include an introduction (a thesis statement and a
preview of your paper), APA formatted headings to organize and identify
each section of your paper, and a conclusion paragraph including
restatement of the thesis. An Abstract is not required. Your paper must
be formatted according to APA style as outlined in the Ashford Writing
Center. Your paper must also include citations and references for the
Blanchard and Thacker (2013) text and at least three scholarly sources
from the Ashford University Library.

The paper

  • Must be 800 to 1,000 words, double-spaced in length (excluding
    the title and reference pages) and formatted according to APA style as
    outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly sources in addition to the course text from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

The Training Program (Fabrics, Inc.)

section is the beginning of a step-by-step process for developing a
training program for a small fabrications company. Here, we examine the
TNA for the program, and in subsequent chapters, we will continue the
process through to the evaluation.

Fabrics, Inc., once a small
organization, recently experienced an incredible growth. Only two years
ago, the owner was also the supervisor of 40 employees. Now it is a firm
that employs more than 200. The fast growth proved good for some, with
the opportunity for advancement. The owner called a consultant to help
him with a few problems that emerged with the fast growth. “I seem to
have trouble keeping my mold-makers and some other key employees,” he
said. “They are in demand, and although I am competitive regarding
money, I think the new supervisors are not treating them well. Also, I
received some complaints from customers about the way supervisors talk
to them. The supervisors were all promoted from within, without any
formal training in supervising employees. They know their stuff
regarding the work the employees are doing, so they are able to help
employees who are having problems. However, they seem to get into
arguments easily, and I hear a lot of yelling going on in the plant.
When we were smaller, I looked after the supervisory responsibilities
myself and never found a reason to yell at the employees, so I think the
supervisors need some training in effective ways to deal with
employees. I only have nine supervisors—could you give them some sort of
training to be better?”

The consultant responded, “If you want to
be sure that we deal with the problem, it would be useful to determine
what issues are creating the problems and, from that, recommend a course
of action.”

“Actually, I talked to a few other vendors and they
indicate they have some traditional basic supervisor training packages
that would fit our needs and, therefore, they could start right away. I
really want this fixed fast,” the owner said.

“Well, I can
understand that, but you do want to be sure that the training you get is
relevant to the problems you experienced; otherwise, it is a waste of
money. How about I simply contract to do a training needs analysis and
give you a report of the findings? Then, based on this information, you
can decide whether any of the other vendors or the training I can
provide best fits your needs in terms of relevancy and cost. That way,
you are assured that any training you purchase will be relevant,” said
the consultant.

“How long would that take?” the owner asked.

requires that I talk to you in a bit more detail, as well as to those
involved; some of the supervisors and subordinates. If they are readily
available I would be done this week, with a report going to you early
next week,” the consultant replied. The owner asked how much it would
cost, and after negotiating for 15 minutes, agreed to the project. They
returned to the office to write up the contract for a needs analysis.

interview with the owner (who was also the manager of all the
first-line supervisors) was scheduled first and included an
organizational and operational analysis. What follows is an edited
version of the questions related to the organizational analysis.

The Interview

Direction of the Organization

  1. Q: What is the mission of the company? What are the goals employees should be working for?
  2. A: I do not really have time for that kind of stuff. I have to keep the organization running.
  3. Q: If there is no mission, how do employees understand what the focus of their job should be?
  4. A: They understand that they need to do their jobs.
  5. Q: What about goals or objectives?
  6. A: Again, I do not have the time for that, and I have never needed such stuff in the past.
  7. Q:
    That may be true, but you are much larger now and do need to
    communicate these things in some fashion. How do employees know what to
    focus on: quality, quantity, customer service, keeping costs down?
  8. A:
    All of those things are important, but I get your point. I never
    actually indicated anything about this to them. I simply took it for
    granted that they understood it.
  9. Q: What type of management style do you want supervisors to have, and how do you promote that?
  10. A:
    I assumed that they would supervise like me. I always listened to them
    when they were workers. I believe in treating everyone with dignity and
    respect and expect others to do the same. I do not have any method to
    transmit that except to follow my style.

HR Systems

  1. Q: What criteria are used to select, transfer, and promote individuals?
  2. A:
    I hired a firm to do all the hiring for me when I was expanding. I told
    them I wanted qualified workers. As for the promotion to supervisor, I
    picked the best workers.
  3. Q: Best how? What criteria were you using?
  4. A:
    Well, I picked those who were the hardest workers, the ones who always
    turned out the best work the fastest, and were always willing to work
    late to get the job done.
  5. Q: Are there formal appraisal systems? If yes, what is the information used for promotion, bonuses, and so forth?
  6. A:
    I do not have time for that. I believe that people generally know when
    they are doing a good job. If they are not, I will not keep them.

Job Design

  1. Q: How are supervisors’ jobs organized? Where do they get their information and where does it go?
  2. A: Supervisors receive the orders
    for each day at the beginning of the day and then give it out to the
    relevant workers. They then keep track of it to see that it is done on
    time and out to the customer.

Reward Systems

  1. Q: What incentives are in place to encourage employees to work toward the success of the organization?
  2. A: Well, I think I pay them well.
  3. Q: Does everyone receive the same amount of pay?
  4. A:
    At the present time, yes, because they are all relatively new
    supervisors. I do plan to give them raises based on how well they are
  5. Q: But you indicated that you do not
    really have a method of informing them what you are measuring them on.
    How are they to know what is important?
  6. A: Well, I will tell them. I guess I need to be considering that issue down the road.


  1. Q: How do the supervisors know what their role is in the company?
  2. A: I told them that they needed to supervise the employees and what that entailed.
  3. Q: How do they find out how well they are doing in their job? Is there a formal feedback process?
  4. A: I talk to them about how they are doing from time to time, but I get your point and will think about that.
  5. Q: Are there opportunities for help if they are having problems?
  6. A:
    Take this problem with the yelling and getting employees angry at them.
    I have talked to them about it and have offered to get them training.
  7. Q: How do they feel about that?
  8. A: Actually, they thought it was great. As I said, none of these supervisors have had anything in the way of supervisory training.

Methods and Practices

  1. Q: What are the policies, procedures, and rules in the organization? In your view, how do they facilitate or inhibit performance?
  2. A:
    I really do not think there is anything hindering their performance. I
    am always willing to help, but I also have work to do. That is why I
    promoted employees to supervisors, so I would not have to deal with that
    part of the business.

    After gathering information on the organization, the consultant
    gathered operational analysis data from the manager (owner). The
    consultant used the method provided in Figure 4-3. What follows is a
    portion of the completed form.

Tasks Subtasks KSAs
Organize jobs in manner that ensures completion on time Examine jobs and assess time required

Knowledge of types of jobs we get

Knowledge of times required for jobs to be completed

  Sort and give jobs to appropriate employees

Organization and prioritizing skills

Knowledge of employees’ capabilities

Monitor progress of work Talk to employees about their progress on jobs

Knowledge of proper feedback

Effective feedback skills

Helping attitude

  Examine specific job products during production to ensure quality

Knowledge of quality standards

Quality assessment skills

Listen effectively Provide feedback to employees about performance

Knowledge of effective listening skills

Knowledge of conflict styles

Conflict resolution skills

Knowledge of proper feedback

Effective feedback skills

Positive attitude for treating employees with respect

And so forth . . .    

the consultant met with the supervisors, first as a single group of
nine to do an operational analysis and then individually to discuss
individual performance. He chose to use a slightly different approach to
the operational analysis because he expected that they might have some
problems working from the form used with the owner. The following
excerpt comes from that interview.

To begin the meeting, the consultant said:

am here to find out just what your job as supervisor entails. This step
is the first in determining what training we can provide to make you
more effective in your job. First, we need to know what it is you do on
the job. So I am going to let you provide me with a list of the things
you do on the job—the tasks. Let me give you an example of what I mean.
For the job of a salesperson, I might be told a required task was to
“sell printers.” This description is too general to be useful, or you
might say you must “introduce yourself to a new client,” which is too
specific. What we need is somewhere in between these two extremes, such
as “make oral presentation to a small group of people.” Are there any
questions? OK, let’s begin.

  1. Q: Think of a typical Monday. What’s the first thing you do when you arrive at work?
  2. A: Check the answering machine.
  3. Q: That is a little too specific. Why do you check the answering machine?
  4. A: I need to return any important calls from suppliers or customers.
  5. Q: What do these calls deal with?
  6. A: Complaints usually, although some are checking on the status of their job.
  7. Q: Anybody else do anything different from that?
  8. A: No.
  9. Q: What do you do next?
  10. A: Examine the jobs that have come in and prioritize them based on their complexity and due date.
  11. Q: The task, then, is organizing and prioritizing the new jobs you received. What next?
  12. A: Meet with each subordinate, see how they are doing, and distribute the new work.
  13. Q: Tell me what “see how they are doing” means.
  14. A: I make sure that they are on schedule with their work. I check their progress on the jobs they are working on.
  15. Q: OK, so check on progress of subordinates is the task. What next?
  16. A: After all the work is distributed, I check to see what orders are due to be completed and sent out today.
  17. Q: OK, but I guess that assumes everyone is on schedule. What do you do if someone is behind in their job?
  18. A:
    Depends how far behind the job is. If it is serious, I may simply take
    the job away and give it to someone I think can do the job faster.
  19. A: I do not do that. I find out what the problem is and help the person get back on track.
  20. Q: So you spend some time training that person?
  21. A:
    Well, sort of. It is not formal training, but I will see why the person
    is having problems and give some of my “tricks of the trade” to speed
    things up.
  22. Q: Anybody deal with this issue differently?
  23. A:
    I do not usually have the time to do any training. I will give it to
    someone who can do it, or in some cases, just do the job myself.
    Sometimes that is faster. After all, we have all this useless paperwork
    that we have to do.
  24. Q: I want to come back to the
    paperwork, but first, are you saying that no standard exists for dealing
    with employees who are having problems with particular jobs?
  25. A: Sure there is. The boss expects us to train them, but with the pressure for production, we often do not have time to do that.
  26. A:
    Well, I agree with that. Even though I do stop and spend time helping, I
    often feel the pressure to rush and probably do not do a good job of
    it. I do try and tell them what they need to do to improve in the
    particular area.

Although the format used in the
session starts first thing in the morning and continues through a
typical day, clues often emerge as to other tasks that are done. The
mentioning of “tell them what they need to do to improve” causes the
consultant to focus on that task and what other tasks are related to it,
because the owner did indicate that providing feedback was an important

  1. Q: OK, let’s look at the
    issue of telling them how to improve. We could think of that as giving
    feedback to employees. What other tasks require you to discuss things
    with subordinates?
  2. A: We are supposed to deal with their concerns.
  3. A:
    Yeah, that’s right, and also we are supposed to meet one-on-one with
    them and discuss their performance. Trouble is, these new employees are
    know-it-alls and not willing to listen.
  4. A: You’re right about that. On more than one occasion, many of us resort to yelling at these guys to get them to respond.
  5. A: Boy, is that ever true.
  6. Q: What about the paperwork?
  7. A:
    Well, it is stupid. A clerk could do it, but we are expected to do it.
    If we do not, then billing and other problems come up, so we have to do
    it or else. …

    A: Yeah, it takes away from us being out here where we are needed.

    And so forth. …

    Other questions that might be asked:

    What is the next thing you would do in the afternoon?

    The next?

    What is the last thing you do in the day?

    pretty much describes a typical day (Monday in this case). Is there
    anything you would do at the beginning of the week (Monday) that is not
    done at other times?

How about at the end of the week? Is there anything you do then that is not done during the rest of the week?

Is there anything that you do only once or twice a week that we missed?

Now think about the beginning of the month. What do you do at the beginning of the month that is not done at other times?

How about the end of the month?

Is there anything that is done only a few times a month that we might have missed?

The beginning of the year?

The end of the year?

Are there any tasks that we may have missed because they occur only once in a while?

will note that often it is necessary to redefine the task statements
for the incumbent. This art comes with practice. The following list
contains some of the tasks and relevant KSAs obtained from the TNA.

Tasks KSAs
Deal with customer complaints

Knowledge of effective listening processes

Knowledge of conflict resolution strategies

Listening skills

Conflict resolution skills

Organize and prioritize jobs

Knowledge of types of jobs received

Knowledge of time required for various jobs

Organization and planning skills

Check on progress of subordinates’ work and provide feedback on performance

Knowledge of proper feedback processes

Communication skills

Deal with concerns of employees

Positive attitude toward treating employees with respect

Knowledge of effective listening processes

Knowledge of communication strategies

Positive attitude toward helping employees

for the person analysis, individual meetings with supervisors and one
with the owner (supervisor of the supervisors) were conducted. The
questions came right from the job analysis and asked about the
supervisors’ knowledge of the areas identified, the skills needed, and
their attitudes toward issues identified as important in their job. The
introduction to the interview was as follows:

From the
interviews, I have listed a number of knowledge, skills, and attitudes
that are necessary to be an effective supervisor here at Fabrics, Inc. I
would like to ask you how proficient you believe you are in each of
them. By the way, do not feel bad if you have no understanding of many
of these concepts; many do not. Remember, the information gathered will
be used to determine how to help you be a better supervisor, so candid
responses are encouraged. In terms of having knowledge of the following,
indicate to me if you have no understanding, a very low level of
understanding, some understanding, a fair amount of understanding, or
complete understanding.

The results of the TNA identified a number of KSAs (training needs) that were deficient, as well as some nontraining needs.

Addressing Nontraining Needs

The following nontraining issues need to be addressed to help ensure that supervisory training will be transferred to the job:

  • Have
    owner (either with others or on his own) determine the goals and
    objectives of the company and which aspects of performance should be
    focused on.
  • Set up a formal appraisal system where, in one
    session, the owner sits down with each supervisor to discuss performance
    and set objectives. In another session, performance development is
  • Use objectives set for the year and clarify how rewards (bonus, pay raises, and so forth) will be tied to the objectives.
  • Set
    up similar sessions for supervisors and subordinates in terms of
    developmental performance review (at a minimum). Also, consider
    incentives based on performance appraisals.
  • Hire someone to relieve the supervisors of some of their paperwork so they can spend more time on the floor.

    And so forth. . . .

Training Needs

training needs were evident from the needs analysis beyond what was
indicated by the owner. Specific to those issues, however, supervisors
were particularly candid in indicating that they had never been exposed
to any type of feedback or communication skills. They had no knowledge
or skills in these areas. Attitudes in this area were mixed. Some
believed that the best way to provide feedback is to “call it like it
is.” “Some of these guys are simply not willing to listen, and you need
to be tough” was a typical comment from these supervisors. Others
believed that treating subordinates the way you would like to be treated
goes a long way in gaining their support and willingness to listen.

A partial list of training needs includes lack of knowledge and skill in:

  • Effective listening
  • Communication
  • Conflict resolution
  • Effective feedback
  • Employee performance measurement
  • Employee motivation . . . and so forth

Our team of vetted writers in every subject is waiting to help you pass that class. With keen editors and a friendly customer support team, we guarantee custom-written, original, high-quality papers. Get top grades.

Order a Similar Paper Order a Different Paper