Critically outline the common features that are characterised by the training needs Assessment models. Further, examine the Graham and Michaels model which os specifically directed at determine training needs for managers with applicable examples.
Training needs assessment (TNA) models generally consist of several common features. These features include:
1. Identification of performance gaps: The TNA models begin by identifying the gap between desired performance and actual performance. This involves understanding the company's performance goals and objectives and comparing them to the current skills, knowledge, and abilities of the employees.
2. Identification of training objectives: Once the performance gaps are identified, the TNA models focus on defining clear and measurable training objectives. These objectives help in determining what skills and knowledge need to be developed or improved to bridge the performance gaps.
3. Data collection: Data collection is crucial for a comprehensive TNA. Various methods, such as surveys, interviews, questionnaires, and observation, are used to gather information about the employees' current competencies, their specific training needs, and the organizational context in which the training will take place.
4. Analysis of data: After collecting the data, TNA models involve analyzing the information to prioritize training needs. This analysis helps in determining the most critical training needs and areas where training can have the most significant impact on performance improvement.
5. Development of training programs: TNA models guide the development of training programs based on the identified needs. These programs are designed to address the specific gaps in knowledge, skills, and competencies identified in the earlier steps.
6. Implementation and evaluation: The TNA models also emphasize the importance of implementing the training programs effectively and evaluating their impact. Regular evaluation helps in assessing the effectiveness of the training interventions and identifying any further needs for improvement.
Now let's examine the Graham and Michaels model, which is specifically directed at determining training needs for managers. This model takes into account the unique requirements and responsibilities of managers and focuses on their development needs. Key features of this model are:
1. Role analysis: The model starts by conducting a role analysis to understand the specific job requirements and challenges faced by managers. This could involve studying job descriptions, interviewing managers, or observing their work in action.
2. Behavioral assessment: The next step involves assessing the behavioral competencies of managers. This can be done through self-assessments, 360-degree feedback surveys, or behavioral observation in real-work situations.
3. Skills assessment: The Graham and Michaels model also evaluates the technical and managerial skills required for effective management. This assessment can include performance evaluations, skills tests, or case studies.
4. Individual development plans: Based on the role analysis and assessments, individual development plans are created. These plans outline the specific training needs of each manager. For example, a manager might need training in conflict resolution, strategic thinking, or team management.
5. Training program design: The model guides the design of training programs that address the identified development needs. These programs can take the form of workshops, seminars, mentoring programs, or online courses.
6. Monitoring and evaluation: The Graham and Michaels model recognizes the importance of ongoing monitoring and evaluation of training effectiveness. This can be done through post-training surveys, follow-up assessments, or performance reviews.
Overall, the Graham and Michaels model provides a systematic and comprehensive approach to assessing and addressing the training needs of managers, considering both behavioral and technical competencies required for effective management.