For this week’s blog post I spent some time reviewing Men’s Wearhouse, a retailer of men’s clothing. The company was established over 40 years ago and pride themselves on providing world class customer service. If conducting a training needs analysis on this entity, there are several factors to consider, including the organization, the people and the tasks they are assigned to perform. Training needs analysis (TNA) is a “systematic method of determining what caused performance to be less than expected or required,” (Blanchard & Thacker, 2007, p. 101). The TNA requires a thorough and objective look at the organization. It is only through understanding the organization and the performance issue that we can determine the next steps to address the performance gap. Like any program evaluation, this analysis cannot be successful without identifying the key stakeholders and gaining their buy-in (Fitzpatrick, Sanders, & Worthen, 2011).
A TNA at this company must include the CEO, a representative of the board of directors, the Training Manager, Chief Financial Officer and Treasurer, Chief Operating Officer, Store Operations, front line staff and even the customers. Their feedback will be necessary to determine the performance gap to address. They will also have opinions on the best options to treat the gap, provide the necessary funding, and participate where required to ensure execution.
I would conduct three analysis: organizational, person and task. An organizational analysis is intended to determine the goals and objectives of the organization and how training will support these. A task analysis will identify the knowledge, skills, and abilities the learners must possess to perform at optimal levels (Noe, 2013). While the person analysis identifies the individuals who need training and their readiness for training (Noe, 2013). There are many questions which you can pose to the stakeholders in these analyses. At a minimum, the following questions will be asked in the analysis identified in the left column.
|Analysis||Questions||Who to ask|
|Organizational||What are the goals and objectives of the organization?||Top management|
|How does the intended program align with the strategic needs of the business?||Training Manager|
|Which persons or group have an interest in seeing training succeed? Whose support do we need?||Training Manager|
|Is there a general understanding of the goals and objectives?||Supervisors, department heads, incumbent|
|Are there policies, procedures, or rules that inhibit performance?||Department heads, supervisor, incumbents|
|How are jobs organized?||Top management, supervisors, department heads, incumbents|
|Does the job in any way inhibit incumbents from being top performers?||Top management, supervisors, department heads, incumbents|
|How does employees know what level of performance is acceptable?||Supervisors, incumbents|
|Person||What is the average age range of expected training participants?||Training Manager, supervisors|
|What are the learners’ educational background?||Training Manager|
|Are there any special needs we will need to cater to e.g. hearing impairment?||Supervisors|
|How are learners made aware of poor performance?||Supervisors, incumbent|
|Are learners aware of the performance expectations?||Supervisors, department heads, incumbents|
|What tools does the employee need to carry out their assigned tasks? Do they have access to all these tools||Incumbent, supervisor|
|Task||What are the knowledge, skills, and abilities required to carry out each task successfully?||Supervisor, incumbent|
|What are the duties and tasks expected for this job?||Supervisor, incumbent|
There is usually no one best way to conduct an analysis and indeed research advocates for a multi-method approach (Fitzpatrick, Sanders, & Worthen, 2011). In keeping with this suggestion, I would make use of interviews, observations, questionnaires, and document review when conducting this TNA. I would ensure I review performance appraisals, sales records, and job descriptions.
Blanchard, P. N., & Thacker, J. W. (2007). Effective Training: Systems, Strategies and Practices (3rd ed.). New Jersey: Prentice Hall.
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.