What do you look for when doing a Training Needs Analysis for office and managerial skills?
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Identifying training needs or identifying learning needs are topics we are often asked about. To help individuals undertaking TNA or LNAs we have developed a series of templates to act as a starter for you. Often the content of the needs analysis template may be all you need, however, we do not know your particular organization or culture. Use these templates as a starting point.
Not all performance issues can be solved through training alone, indeed often what is initially thought of as a training need, often turns out to require a change in resources, equipment or process. Remember training and learning are only part of the picture.
Training Needs Analysis Template for managerial and office skills:
| A. Extent or Scope of Training This section defines the necessary information needed to plan Managerial and Office Skills Training. It allows the organizers or initiators of such instruction to assess what kind of resources they would need to carry out any specific skill training that can be determined from the target Participants’ Performance Appraisal in Table C. | |||||||||||
| Office/Branch
| Department | Target Date/s for Training | |||||||||
| Desired Facilitator/s tick one | Framework for Training tick one | Training Location/Site tick one | |||||||||
| ( ) Outsourced ( ) Within the department ( ) Within the organization | ( ) Management request ( ) New initiative ( ) Organizational need ( ) Personal development (specify) ________________ | ( ) Within office premises ( ) Outside the premises (specify) _______________ | |||||||||
| Additional details Provide extra description here | Methodology tick one ( ) On the job training/ coaching( ) Workshop( ) Online learning( ) Others (specify) _______________________ | Duration of Training tick one ( ) Hours ( ) 1 to 2 weekdays( ) Every weekend( ) On going/continuous ( ) Others (specify) ______________________
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| B. Target Participant Review[1] This section answered by the participants focuses on getting as much information regarding the target participants in order to homogenize the skill training modules that these population deem that they need. It focuses more on their employment with the establishment, the kind of education they’ve had and the various evaluations that they have previously encountered. | |||||||||||
| Name: | Job position: | ||||||||||
| Please tick (ü) for descriptions that apply or fill in the blanks to specify your answers | |||||||||||
| 1. Tenure/ Length of service | ( ) Less than a year ( ) More than 1 year – Less than 5 years ( ) More than 5 years – Less than 10 years ( ) More than 10 years | ||||||||||
| 2. Type of employment | ( ) Contractual ( ) Permanent ( ) Part-time ( ) Full-time | ||||||||||
| 3. Level of employment | ( ) Entry level ( ) Experienced employee ( ) Supervisor/Senior employee ( ) Middle manager ( ) Upper management ( ) Internship | ||||||||||
| 4. Skill assessment history | A. Have you ever experienced skill assessment before? ( ) Yes ( ) No | ||||||||||
| B. Have you taken skills training workshops/seminars before? ( ) Yes ( ) No | |||||||||||
| C. Can skill assessments gauge your skills in the workplace? ( ) Yes ( ) No | |||||||||||
| D. Would you like to attend skills training workshop/seminar? ( ) Yes ( ) No | |||||||||||
| E. Would you subject yourself to skill assessment after a skill training workshop/seminar? ( ) Yes ( ) No | |||||||||||
| C. Participant Performance Appraisal This section is to be filled up by the selected participants based on the information taken from Table B. However, their individual names were excluded to reveal the trend between age, gender and job position relative to their skills – what they have, what they want to acquire and what skill gaps they see in doing their current job positions. | |||||||||||
| Job position: | |||||||||||
| Please tick (ü) for descriptions that apply or fill in the blanks to specify your answers [2] | |||||||||||
| 1. Current skills Choose at least 5 tasks which you tend to do most of the time | ( ) Customer service ( ) Team building ( ) Data entry ( ) Policy making ( ) Fiscal responsibility ( ) Public relations ( ) Office management ( ) Interviewing employees ( ) Personal assistance ( ) Board presentations ( ) Reception regulation ( ) Staff coordination ( ) File management ( ) Prepare reports ( ) Task administration ( ) Production management ( ) Supervisory work ( ) Quality control ( ) Manage labour relations ( ) Evaluate job performance ( ) Others _________________________________________________ | ||||||||||
| 2. Skill deficiency Rank the skills that you feel is needed to do your work properly (1 = not important, 5 = very important) | Criteria | 1 | 2 | 3 | 4 | 5 | |||||
| A. Literacy skills (i.e. speech development, etc.) | |||||||||||
| B. Higher-level job skills (i.e. labour relations, etc.) | |||||||||||
| C. School subject reviews (i.e. math proficiency, etc.) | |||||||||||
| D. Market/ Professional trends | |||||||||||
| E. Foreign relations (i.e. espouse practices abroad) | |||||||||||
| F. Local training (i.e. cater to needs of local market) | |||||||||||
| G. Global access to information (i.e. internet, journals) | |||||||||||
| H. Human resources (i.e. mentoring programs, etc.) | |||||||||||
| I. Mastering current skills | |||||||||||
| J. Others (please specify) ________________________ | |||||||||||
| 3. Desired skills Rank the skills that you need to master to address your current skill gaps
(1 = not needed, 5 =very much needed) | Criteria | 1 | 2 | 3 | 4 | 5 | |||||
| A. Leadership and management training | |||||||||||
| B. Communications skills review | |||||||||||
| C. Utilising technology and various media better | |||||||||||
| D. Critical thinking skills improvement | |||||||||||
| E. Statutes on labour relations and employment rights | |||||||||||
| F. Office and data management | |||||||||||
| G. Business math and accounting | |||||||||||
| H. Current trends in the local/international market | |||||||||||
| I. Personality development and office etiquette | |||||||||||
| J. Others (please specify) ________________________ | |||||||||||
| 4. Motivation Choose 1 – 3 reasons that might motivate you to undergo training | ( ) Pay raise, increase in compensation, better pay grade ( ) Job promotion within the department or other departments ( ) Job transfer in the future ( ) Personal satisfaction ( ) Peer pressure, being with colleagues after-office hours( ) Others (please specify) ____________________________________ | ||||||||||
| D. Training Evaluation This section focuses on the planning and evaluation aspects of the specific trainings that were identified upon consolidation of data from Tables B and C. This can be used to present the idea for approval by upper management. | |||
| Estimated budget (Breakdown of projected expenses for duration of training) | Resources (Presentation materials, physical facilities, etc.) | Documentation (Consolidation of digital and hard data for presentation) | Evaluation (Focused on trainers, trainees, organizers, and training program) |
| – Use a separate sheet if possible –
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| Conclusion
| How will this assessment tool help identify the training needs and motivation needed by the staff for future training?
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[1] Training Needs Analysis – Managerial and Office Skills
[2] Training Needs Analysis – Managerial and Office Skills
** please note, this is a generic template and some of the data we propose may not be appropriate for your organization, region or country
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