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Identification of Training Needs

and linking to Course Design

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Table of Contents

Table of Contents .......................................................................................................................... 2

1 Executive Summary...................................................................... Error! Bookmark not defined.
2 Chapter 1: Introduction ............................................................................................................ 3
1.1 Training as a tool for capacity building ...................................................................... 3
1.2 Introduction to Training Needs Assessment .............................................................. 3
1.3 Features of Training Needs Assessment..................................................................... 3
1.4 Key Tenets for conducting TNA .................................................................................. 4
3 Chapter 2: Impact of TNA on Course Designing .................................................................... 4
2.1 The core principle of Mission Karmayogi: Adult Learning ........................................ 4
2.2 Interrelationship between TNA and course designing .............................................. 5
4 Chapter 3. How to conduct Training Needs Analysis ........................................................... 11
3.1 Training Needs Analysis: Model Step by Step procedure ....................................... 11
3.2 Key Lessons ................................................................................................................ 18
5 Chapter 4. Translating Training Needs Assessment to Course Design ............................... 19
6 Chapter 5. System of Auditing ............................................................................................... 21
5.1 Stages of Auditing ..................................................................................................... 22
5.2 Auditing model for training ...................................................................................... 23
7 Chapter 6. Defining Periodicity for conducting TNA ............................................................ 23
8 Chapter 7. Sub-committee recommendations ..................................................................... 24
9 Annexures ............................................................................................................................... 26

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Chapter 1: Introduction

1.1 Training as a tool for capacity building

Training is defined as a planned and systematic effort to modify or develop
knowledge/skills/attitudes through learning experience, to achieve effective performance in
an activity or range of activities1.

Training is one of the tools for capacity building. It allows the acquisition of specific skills and
knowledge to be learned for presently known tasks and applied immediately.

1.2 Introduction to Training Needs Assessment

Training Needs Assessment (TNA) is an examination of an organisation's present and expected
operations and the workforce necessary to carry them out, to identify the numbers and
categories of employees needing to be trained or re-trained. Training and needs assessment
places the training into an organisational context by aligning training objectives with
organisational goals. TNA also refers to the training needs of individuals to enable them to
reach the required standard of performance in their current or future jobs.

In a Civil Service Training Institutes’ context, the individual level is about civil servants at various
levels in the government and across different groups (A, B, C) where the difference between
an individual’s actual performance and expected performance is mapped.

At an individual level, training needs analysis identifies the difference between an individual’s
actual performance and expected performance.

Currently, a very smaller number of CSTIs conduct systematic and structured Training Needs
Analysis which indicates that there is a need for processes to conduct training in a systematic
and demand-driven way. Capacity Needs Assessment (CNA) has been conducted for 110
ministries as a part of the Annual Capacity Building Plans (ACBPs) which shall be utilized by
ministry-based CSTIs as a part of the TNA process.

1.3 Features of Training Needs Assessment

a. Looking at an organisation to understand it, wherever possible to turn problems into
opportunities.
b. Looking at the people employed by an organisation, to find out how they can help to
improve their performance
c. Looking at an organisation to identify significant performance problems.
d. Analysing problems to identify training needs
e. Helping individual employees plan their training and development.
f. Recommending training and non-training solutions.
g. Helping management to prioritise, and benefit from an investment in training.

1
Buckely and Caple 1990 pg.13

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h. Helping management to plan training initiatives

1.4 Key Tenets for Conducting TNA

a. Design training programs based on systematically identified needs
b. To develop specific competencies through training programs
c. Deploy adult learning techniques in training
d. Deliver demand-based training

Chapter 2: Impact of TNA on Course Designing

Public service delivery has the capacity to affect and direct a nation’s future. Therefore, the
training of civil servants has the potential to carry the seed of development for the nation’s
growth. What sets apart the training given to civil service officers is that it is not a simple
educational effort or a corporate training endeavour. Rather, it is a complex exercise which
seeks to align performance and accountability with the core values of public service in the
context of an ever-changing socio-political and global environment. To meet the dynamic
needs of the training of the civil service officers. Training Need Analysis (TNA) tool helps in
updating the training needs and steers the course of designing the programme/Module/
Course.

2.1 The core principle of Mission Karmayogi: Adult Learning

One of the main principles of Mission Karmayogi is ‘Adult Learning’, which focuses on the fact
that the officers should be trained with experience-oriented teaching techniques while training
them for the next level of their responsibilities. But the core substance remains that the officers
should own the responsibility for their competence development. In this regard, the
competence ladder model developed by Leslie Rae offers an interesting take on how an
employee of an organisation could potentially progress from a state of blissfully ignorant
ineptitude or ‘unconscious incompetence’ to such a highly evolved state of efficiency, that it
is almost second nature to the individual or ‘unconscious competence’ (Rae, 1997). The
transition from conscious incompetence to conscious competence and eventually to a state of
unconscious competence could be facilitated by imparting training to the right people in the
right areas at the right time. An Officer’s journey of learning owing to training can also be
explained from three basic types of learning theory context as depicted in Table 1. TNA is the
best tool to identify who are the individuals in need of training, what are the areas in which
they should be trained and what should be the time frame within which the training should
take place. (Trutkowski, 2016)

Table 1: Adapted for the training context from three basic types of learning theory (Berkeley Graduate Division, 2019

Behaviourism Cognitive Constructivism Social Constructivism

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Attitude Passive Active Collaborative

towards
Knowledge The trainee is engaged in Knowledge
Knowledge &
augmentation & an active role in the augmentation &
Learning
learning occur in a process of learning & learning become a
passive manner and knowledge augmentation social & collaborative
relies on rote activity that result in
memorization building knowledge
networks within the
organisation

Effect on External factors Internal factors External & Internal

Motivation factors
Trainees are influenced The Trainee are self-
by a matrix of rewards motivated learners who set While they set their
and punishment their own learning targets own goals with respect
to learning, the
Trainees also draw
motivation from their
colleagues who form
their knowledge
network

Impact on Sage-on-Stage Guide-by-side Guide-by-side + peer-

Training to-peer
Narrow focus - Trainer Trainer is a facilitator –
is focused on builds a learning The Trainer facilitates
‘teaching’ the right environment that the building of a robust
approach or encourages the trainee to knowledge network
‘correcting’ the wrong learn on their own through which trainees
approach. could learn from each
other.

2.2 The interrelationship between TNA and course designing

This chapter would focus more on how TNA would be helpful in carefully designing the
Programme/Module/ Course for different levels (Induction Training Programme, Mid-Career
Training Programme etc) of training across different ministries/ departments. To understand
how TNA results will shape the course design, it is imperative to know the functioning and
relationship of TNA and course design.

TNA is essentially an endeavour that seeks to identify the individuals to be trained and the
extent to which they need to be trained so as to bridge the gap between the desirable level
and current level of competence of the trainees. (Trutkowski, 2016). A needs assessment can
help determine whether training is the appropriate solution to a performance deficiency. If
increasing an employee’s knowledge and skills will not help resolve a deficiency, then training

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is not appropriate; TNA is the first step in the establishment of a training programme. TNA
provides primary inputs for determining instructional objectives, the selection and design of
instructional programmes, the implementation of the programmes and the evaluation of the
training provided. These processes form a continuous cycle which always begins with a needs
assessment as explained below.

Step 1: Guiding questions of TNA

The guiding questions of TNA would help CSTIs to design their TNA questionnaires. These are
generic questions, which can be further developed aligning with the training goals of
respective CSTIs. Table 3 tabulates the alignment of the TNA questions with different
stages/components of course designing and their learning objectives. The important point
here is that the right information gathered through TNA, in the beginning, can lead to effective
course designing and therefore achieving its learning objectives.

Step 2: Course designing

Whenever the course coordinator starts designing the course, he/she has to face two major
concerns from the participants regarding the effectiveness of the module and more
importantly its usability in their functioning as an officer. Here is the conjunction point between
the inputs from TNA and course design. The following sections will describe how guiding
questions of TNA can help in the process of course design. The output received from TNA can
then help in building the foundation of course design.

Course Designing process in CSTIs has been divided into four parts:

a) Developing Public Service Oriented- Learner Centric Comprehensive goals

b) Developing Definitive Aims Emerging from the Comprehensive Goals
c) Choosing Instructional Strategies for Achieving Aims
d) Choosing Assessment Methods

a. Developing Public Service Oriented-Learner Centric Comprehensive goals:

The most desirable outcome of any training programme would be if there is a significant
overlap between the training expectations of the officials being trained and the development
needs of the organisation/department/Ministry they represent. As shared in the beginning,
the complexity of the civil service officers’ training lies in the fact that “Learner centric” and
“Public service-oriented” are two closely related but distinct concepts, - which need to be at
the centre of the training outcomes for all GOI officers. Maintaining the balance between the
two important factors demand a scientifically structured approach. For that to happen, the
course design should take care of the fact that the components of the training should not tilt
to either side. Rather the components of the training should be able to bring out the synergy
of the two and provide clear actionable for the officer. To elaborate on the balancing public
service orientation and learner-centric approach, the table below will highlight the key features
of these two important comprehensive goals.

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Table 2: Key features of the comprehensive goals

Comprehensive Key Features of the goals

Goals

Public service oriented  The vision and mission of respective Ministry/Department/Organization

should be the central point.
 Citizen centricity in efficient service delivery.
 Coherence in the functioning of inter/intra departmental activities.

Learner Centric  Importance should be given to the experience of participants.

 Interweaving their reflection on their experience as a part of the training
to make it more effective and engaging.
 Understanding their requirement of the skill training.

TNA guiding questions for comprehensive goals: Major purpose of TNA is to identify the gap
in the training, the guiding questions addressing the comprehensive goals should focus on
identifying:

1. What is the larger goal of MDO which is to be imparted in the training?

2. What are officers’ practical expectations and skill requirements?

CSTIs should be able to understand if the participants are aware of the ministries' expectations
of the skills to be demonstrated for effective public service delivery. E.g., Do they need any
specific/ specialized training for performing one’s duty as an officer in a particular department?

b. Developing Definitive Aims Emerging from the Comprehensive Goals:

Comprehensive goals are the ones which present the big picture of the training of CSTIs. The
real job of the course coordinator commences when he/she starts translating the
comprehensive goals aligning with the technological and socio-political changes into concrete
achievable aims. Comprehensive goals act as an overarching theme in most of the training in
the institute. But it is the concrete goals which demand thoughtful action for the training to
be effective. Therefore, CSTIs need to develop achievable, measurable, definitive skills aligned
with the roles to be framed.

c. Choosing Instructional Strategies:

For learning to take place, effective instructional strategies need a closer look. Though the
audience in CSTIs is officers and principles of adult learning are in action yet learning demands
engagement. Instructional strategies should focus on the combination of different formats like
simulation, case study etc. as described in Table 3. It becomes imperative for the course
coordinator to balance different strategies to achieve the aims and goals set for the training.

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d. Choosing Assessment Methods:

As assessment has become an integral part of the training courses at CSTIs. One message, that
the academy/institute should share clearly with the officers is that this assessment is not to
measure their ability but to measure the learning outcomes of the courses. This messaging is
important for captivating officers’ attention and learning interests.
In TNA, questions related to assessment should focus on the awareness of the new assessment
method, if introduced in the course. Also, on the facilities requirement of the officers regarding
any assessment method. It is elaborated in Table 3.

Table 3: Alignment of the TNA questions with different stages/components of course designing and their learning objectives

S. Guiding questions in TNA Steps in Course Alignment with the Learning

No. Designing objectives of the course design

1 What do you expect the officer to Inputs from these  To ensure that the officers
know and be able to do? (Public questions will help in are well aligned with the
service oriented) developing “Public Service larger goals of their
Oriented- Learner Centric” respective MDO.
What do you expect the officer to
Comprehensive goals  To ensure that the officers
know and be able to perform
are aware of functional/
his/her role upon completing the
operational/ technical skills
course in the ministry?
of their respective MDO.
(Knowledge, Skills, Attitude)
 To ensure that the
1. What is the larger goal of expectations and training
MDO of the training? needs of the officers
a. What effect will this module addressed in the course
have on officers’ functioning by designing are met.
the end of the course? Or in a
few years?
b. Ability to function across
teams in different department/
ministries.
c. Understanding of professional
and ethical responsibility and
implication on the citizens
involved.

2. What are the practical

expectations of the officers?
(Learner centric)
a. Understanding of the
importance of the competencies
required for the new role in the
department.

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S. Guiding questions in TNA Steps in Course Alignment with the Learning

No. Designing objectives of the course design

b. Ability to effectively apply the

knowledge gained through the
module in his/her
department/level.

2 What issues are currently being Inputs from these  To convert comprehensive
faced by the officer? How might questions will help in goals into role specific goals.
these be solved? developing Definitive aims  To design definitive
emerging From the behavioural goals.
How could efficiency be
Comprehensive Goals
increased in performing the task?

How can these services add value

in citizens’ life?

What kind of new technological

or procedural changes and
therefore updated training are
anticipated?

3 Questions related to preference Inputs from these  To ensure that combination

of Instructional strategies can be questions will help in of different formats of
asked. developing Instructional instructional strategies be
Strategies for achieving used for engaging the
Questions can be asked, if they
the aim participants.
need coaching or mentoring in
Examples of Formats
the development of a particular
Lectures, Seminar, Exercises/
skill.
simulations, Activities,
Discussions, Demonstrations,
Practice/coaching, Work in pairs/
groups/ collectively, Learning
based on case studies/ problem-
solving, Technology-supported
learning/ gamification

4 Questions pertaining to Inputs from these  To ensure that learning

availability of the technological questions will help in outcomes can be measured.
facilities required for assessment developing Choosing  To ensure that assessment
can be asked. Assessment Methods methods are reliable, valid,
and fair.
Questions related to any facility
 To ensure that the officers
requirement for assessment, e.g.,
are comfortable with the
availability of latest research
technology used in the
papers for research paper
assessment.
writing.

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S. Guiding questions in TNA Steps in Course Alignment with the Learning

No. Designing objectives of the course design

Examples of assessment
techniques
Open or closed-ended (multi-
choice) exams (Foundation
course), Individual assignments,
Group assignments / projects,
Individual or group project
presentations in the class, Peer
assessment, Self-assessment,
Research paper writing, etc.

1. Step 3: Course Implementation

As described in Figure 1, the relationship between TNA and course designing is cyclic in nature
and course implementation is the last step which will further provide inputs to the process of
TNA for effective outcomes of future courses.

Figure 1: TNA & Course Design

Course implementation will provide inputs related to practical issues faced by CTIs/ATIs.
Feedback will provide an understanding of how effective was training in meeting its objectives.
One point to ponder with respect to feedback is that it should focus on asking learner-centric
questions rather than trainer-specific questions. Rather than just asking about how the
speaker’s performance was, it should contain questions like which part of the skill can be
applied to your current job role.
Conclusion: The basic goal of training is to build a system of continuous improvement within
any organization/institution. The public sector in India, in its pursuit of excellence in public
service delivery, can benefit from a systemic change in its approach to training. By using a
systematic and scientific approach like TNA in developing courses, training institutes can
definitely add value in their own way to efficient public service delivery, and thereby nation
building.

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Chapter 3. How to conduct Training Needs Analysis2

This guide focuses on the process that may be followed by the institute for conducting TNA
for all courses. It centralises around how the questionnaires are developed, how the data is
collected and analysed, and presented to relevant MDOs, and implementing the outcomes of
the need analysis in the course designing. The following sections will explain step-by-step
procedures and key learning points.

3.1 Training Needs Analysis: Model Step by Step procedure

This section will explain how the TNA was developed, surveyed, and incorporated into the
course design. The whole procedure is divided into 4 main steps and each step has been
further divided into sub-parts for ease of understanding. While explaining the steps, the model
method of conducting is elaborated, so that other CSTIs can customize and conduct as per
their own requirement. The table below outlines four major steps and their sub-parts.

Table 4: Steps in TNA implementation (As done by SVPNPA)

Step 1 Step 2 Step 3 Step 4

Developing the Conducting the Survey Critical assessment of Presenting before Apex
Questionnaire(s) the insights and Committee/Academy Board
outcomes of the and seeking approval from
survey and MHA/Ministry or
recommend the Department Concerned
changes

a) Identification of a) Length and Breadth of a) Data Analysis a) Apex Committee/

Competencies Survey/ Geographical Academy Board
through Area
Competency
mapping

b) Association with b) Nodal Officers a) Bringing out b) Presentation and seeking

an External Expert relevant insights approval from the
concerned MDO

c) Sample size/ b) Sub-committees

Stakeholders and Focus Groups

c) Designing of d) SOP for carrying out

Questionnaires the TNA

e) Survey Agency

f) Involvement of Heads
of the Field
Organizations

2
Based on TNA done by Sardar Vallabhbhai Patel National Police Academy

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Step 1: Developing the Questionnaire(s)

a. Identification of Competencies:

Generally, while planning for TNA, training institutes choose from distinct types of TNA. Table
5 given below lists the answers that a particular kind of TNA would provide as an output. As
per the requirement, different combinations of TNA can be used by CSTIs.

Table 5: Types of needs analysis and what questions the analysis would provide answers for

Types of Needs Analysis

Type of Needs What the Analysis Answers
Analysis

Performance  Is this issue a skill/knowledge deficiency?

analysis or gap  How can the deficiency be addressed?
analysis  Is training the appropriate way to fix the deficiency?

Feasibility analysis  Why should this training be done?

 Are the benefits of training greater than the cost of the current
deficiency?
Needs versus wants  Why should this training be done?
analysis  Is the deficiency tied to a need?

Goal analysis  What is the specific behaviour improvement behind a vague desire?

Job/task analysis  What is the best and correct way to do this work?
 How can this job and task be broken down into teachable parts?
Target group  Who are the trainees of this training?
analysis  What is known about them to help design and customize this
training?
 What other groups might benefit from training?
Contextual analysis  When will the training be presented?
 What are the other requirements to deliver the training successfully?

(Adapted from Jean Barbazette, 2006, Training Needs Assessment: Methods, Tools, and
Techniques)

b. Association with an External Expert:

To bring in the expertise, neutrality, and legitimacy, it would be ideal to associate with a DoPT-
certified Master Trainer for Training Needs Analysis (TNA). The other option would be to go
with empanelled agencies which have the competency to guide this process. The third option
of developing TNA Master Trainers in-house will take more time and can be considered for
the long term.

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c. Designing of Questionnaires:

Generally, TNA uses a combination of different survey methods. This section will provide a
brief description of different methods; key elements in writing the survey; Wording of the
Questionnaire; and Types of questions.

Table 6: A brief description of survey methods

Questionnaire  It is a quantitative method which consists of a series of questions for the

survey purpose of gathering information from respondents.
 Statistical analysis is conducted on the responses collected from the
respondents

Structured  It is a qualitative research method in combination with a questionnaire

Interview survey.
 Each interviewee is presented with the same questions in the same order
so that answers can be reliably aggregated and comparisons can be made
between subgroups.
 Interviewers read the questions strictly following the order provided in the
questionnaire.
 Generally, close-ended questions are preferred.
 As per requirement, open-ended questions can also be included.

Focus Group  It is a qualitative research method whose purpose is to obtain in-depth

information on a group’s ideas and perceptions on a certain topic and to
be more than a question answer.
 A relatively small group meeting (between 10-12 participants) is convened
for a specific purpose under the direction of a facilitator, during which
group members talk freely and spontaneously about a certain topic.

Table 7: Fourteen Key Elements in Writing Surveys

Use this checklist and list of questions when developing written surveys:

1. Write your objective for the assessment.

2. Decide what will be done with the results of the assessment.
3. Decide who will interpret the data, report data, and so forth.
4. Decide whom will you survey (level or levels of employees, customers, etc.)
5. Gather preliminary information
6. Identify issues to assess and sequence issues.
7. Decide the focus of the assessment.
 Skill test
 Attitude survey, values clarification
 Problem identification
 Preference, interest, opinion
 Self-perception, perception of others

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8. Decide on question format that ensures ease of answering the survey

 Multiple choice
 Continuum
 Rating
 Ranking
9. Write clear and simple instructions for completing the survey.
10. Write and sequence questions.
11. Check the reliability of a questionnaire by administering it at various times under the same
conditions. If you obtain the same results from multiple administrations, the questions are reliable.
12. Check validity of the content. Do your questions measure conditions that meet the objectives of
the assessment?
13. Write a cover letter from an executive.
14. In scoring, look for trends and patterns in behaviour, attitudes, or values. Exact measures and
percentages are rarely meaningful.

(Adapted from Jean Barbazette, 2006, Training Needs Assessment: Methods, Tools,
and Techniques)

Table 8: Wording of the questionnaire

Does your choice of open or close ended questions lead to the types of answers you would like to
get from your respondents?

Is every question in your survey integral to your intent? Superfluous questions that have already
been addressed or are not relevant to your study will waste the time of both respondents and the
researcher.

Does a question warrant more than one question?

Do you give enough prior information/context for each set of questions? Sometimes lead-in
questions are useful to help the respondent become familiar and comfortable with the topic.

Are the questions both general enough (they are both standardized and relevant to your entire
sample), and specific enough (avoid vague generalizations and ambiguity)

Is each question as succinct as it can be without leaving essential information?

Finally, and most importantly, write a survey that you would be willing to answer yourself and be
polite, courteous, and sensitive. Thank the responder for participating both at the beginning and the
end of the survey.
(Adapted from Kavita Gupta, 2007, The practical guide to Need Assessment)

Table 9: Types of questions

Types of questions When to use the questions

Open ended or fill in the blank  Obtain qualitative answers

 Capture respondents’ own words
 Probe for more information
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 Seek more information as to follow up to a

close ended question

Closed ended Obtain quantitative information

Multiple choice question  Obtain one response from a list of choices

(with instructions to “check only one”)
 Obtain multiple responses from a list of
choices (with instructions to “as many as
possible”)
Likert scale Obtain ratings (possible rank order)

Interval Scale  Obtain interval data

 Obtain demographic data
(Adapted from Kavita Gupta, 007, The practical guide to Need Assessment)

Step 2: Pilot Survey

Generally, it is preferable that after designing the questionnaire, the institute should conduct
a pilot survey. As it will help in improving the questionnaire and getting concrete feedback for
the survey, such as:

1. if the instructions are clear

2. if questions were clear to the respondents
3. if the survey was able to meet our end goal

Based on the above-mentioned competency mapping, in consultation with the TNA expert,
the questionnaires should be designed to make sure that they are covering the aspects of
Domain, Functional and Behavioural competencies, in line with the Roles and Activities the
trainees are required to perform. The questionnaires may be designed using Likert Scale with
a range of 1 (least) to 5 (highest), with an option for open-ended response at the end (as
explained in the tables given above). Ideally, a questionnaire should not have more than 25-
30 questions.

Here, a special mention would like to be made regarding the development of the Vernacular
Questionnaire by SVPNPA. Basis the feedback from nodal officers that the target group is not
comfortable understanding the language of the questionnaires in English/Hindi. SVPNPA
translated the questionnaires into the language understood by the target group to elicit true
responses. For instance, the state of Odisha was part of the TNA conducted by the SVPNPA.
The questionnaires served to the respondents/target group/stakeholders in that state were
translated into Odia language to make it convenient and effective.

a. Length and Breadth of Survey:

For any training institute, choice should be given to identify the geographical area in which
the survey to be conducted, as per their requirement to draw outcomes based on analysis.
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b. Nodal Officers:

The Nodal officers may be consulted while designing the questionnaires and fine-tuning and
evolving the final version to make it more inclusive. Regular meetings may be held with nodal
officers to follow up on the progress and iron out any issues/concerns aired by them to bring
back the survey on track/timeline. The Nodal Officers are instrumental in translating the
questionnaires into vernacular language to meet the requirements of the field which was not
envisaged by the academy. This will help to reach out to the target groups/respondents in an
effective manner and get feedback from the ground level and various sections of society who
otherwise would not have been comfortable responding to questions in the English language.

c. SOP for carrying out the TNA:

To maintain uniformity across the states/geographical units, the institute carrying out the TNA
should design the SOP comprising of ways and means of carrying out this exercise. Ideally, the
SOP should have the details of the stakeholder’s size keeping in view the demographic profile
and the distribution of population in their respective states/geographical units. The Academy
was in regular touch with the Nodal Officers throughout the process to ensure uniformity and
completion of the survey within timelines.

d. Sample size/Stakeholders:
It is a critical part of the entire survey process. If the sample size is too small, it might not give
the real picture transpiring in the field and what exactly the stakeholders feel about the officers.
At the same time, a large sample size might pose difficulty in compilation and analysis. In view
of limited time and resources, a moderate sample size comprising all the possible stakeholders
from various walks of life may be identified.

e. Other partners: Survey Agency/Expert Organization / Academic Organization:

The institute may associate with a reputed institute for bringing academic rigour to the
exercise, making it more comprehensive and credible, and for data analysis, and
documentation to assist the Academy in TNA.

f. Involvement of Heads of the Field Organizations:

It is important to involve the heads of the field organizations of respective departments to

make them aware of the TNA and elicit their observations and expectations. The training
institutes should not work in silos and revise the curriculum and method of teaching solely
based on the TNA but incorporate the suggestions from the field units to train the recruits in
an effective manner to meet the expectations.

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Step 3: Critical assessment of the insights and outcomes of the survey and recommend
the changes

a. Data Analysis:

As mentioned earlier, the competencies required were incorporated into the questionnaires
and hence the analysis should be done accordingly. Many competencies are interlinked with
each other and would have implications on the entire training. Hence, they should not be
analysed in silos but assessed with the aim of integrating all learnings. The analysis should be
done in the backdrop of the training objectives so that the outcome will not get deviated from
the core and would be easy to work backwards.

b. Bringing out relevant insights:

Once the analysis is done, based on the weighted averages of the responses received for the
questionnaires based on the Likert Scale and the open-ended questions, relevant insights may
be sorted out where the respondents felt the need for improvement either in the curriculum
being taught or the method it is being taught, so that the same may be compiled to present
before the internal or external committee or combination of both to bring in the validation
and legitimacy to the proposed changes. Members of the faculty of the institute(s) should
involve themselves personally in ensuring the sequencing of the inputs, and interlinkages in
the content being covered in any other subject(s) to avoid any duplication.

Somewhere also explain the importance of conducting this survey with the in-house faculty as
well, who are most well informed about the difficulties being faced presently in training.
Remember how we ironed out duplications, gaps and prioritised the inputs? Also categorised
them appropriately.

c. Sub-committee(s)/ Focus Groups:

Based on different verticals of training, sub-committees comprising existing and ex-faculty

members of that training institute may be constituted to critically analyse the outcomes and
recommend changes to the curriculum and the method of training/teaching.

At the academy, three sub-committees for Indoor Training, Outdoor Training and Training
Methodology were constituted to critically analyze the insights/outcomes of the survey
process. It is felt that the more minds that get applied to this, the better for its
comprehensiveness and acceptability. Serving seniors, who would be critical for its
implementation should be roped in for this and be confronted with irrefutable data for
convincing them.

Step 4: Presenting before Apex Committee/Academy Board and seeking approval from
Ministry or Department Concerned

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a. Presenting to Apex Committee/Academy Board

The recommendations of the sub-committees may either be presented before Apex

Committee or the Academy Board whichever is relevant for the institute before escalating and
submitting before the concerned Department/Ministry.

b. Role of the Ministry/Department concerned

The findings/recommendations of the apex committee/academy board are to be presented to

the relevant MDO approval and seek approval to bring in the changes in the existing training
by having the concerned MDO in the loop ab initio, thereby ensuring better acceptability of
the findings.

3.2 Key Lessons

Some of the key lessons are:

1. Teamwork: A good team coming together with the same objective and participative is a
crucial part.
2. Be appreciative of differences of opinion: One cannot expect everyone to agree with
your views. Individuals with different perspectives should be encouraged to air their views
so that the missing links can be forged together to make the exercise foolproof to the
extent possible.
3. Be open to new ideas/suggestions: It was realised that new ideas may come from
unexpected horizons. One should keep eyes and ears open to receive ideas to make the
whole exercise robust. For instance, the Nodal Officers believed the Questionnaires to be
translated into the vernacular language instead of kept in English so that the respondents
will be proactive in responding. The same was appreciated, which brought so much
effectiveness to the entire survey process.
4. Timeline: The exercise should have a timeline, so that the progress may be monitored and
reviewed periodically to meet the requirements.
5. Surrender the Confirmation Bias: It is highly likely that a survey of such magnitude will
come with something which shatters one’s notions and convictions towards training.
Though it is tough but that is the fact.
6. Recognition: Being a teamwork, the institute should not hesitate in recognising the efforts
and midnight oil burnt by the team members to make sure that the whole exercise is taken
to a logical conclusion. It is additional work for the faculty apart from their day-to-day
academic engagements and might have to sacrifice their family time and personal time for
the larger good.
7. Collaborations with other institutions: One of the major contributors to the efficacious
implementation of the TNA survey was the collaboration with other institutions. It may be
with the ministry as well as external institutions on various aspects of TNA.

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Chapter 4. Translating Training Needs Assessment to Course Design

Right after training needs have been identified and analysed, the next step is to check whether
existing training modules address the identified needs. A team at the Training Institution could
be set up to review and recommend changes to the existing training modules.

Suggested composition of the team:

 Subject Matter Expert
 Concerned faculty members
 Director of the training institution

Moreover, we can take a cue from the ADDIE (Analysis, Design, Development, Implementation,
and Evaluation) Model of Instructional Design which provides a systematic approach to
designing effective training programs. The Design phase of the ADDIE model is where the
overall training program is designed based on the needs identified in the Analysis phase.
During this phase, instructional designers work with subject matter experts and other
stakeholders to create a blueprint or plan for the training program

Figure 2: ADDIE Model of Instructional Design

a. Linking to course design

After conducting a training needs analysis, the following steps can be taken for linking it to
course design:

1. Identify the learning objectives: Based on the findings of the needs analysis, identify
the specific learning objectives that need to be addressed in the training course. These
objectives should be clear, measurable, and aligned with the needs of the learners and
the organization.
2. Select appropriate instructional strategies: Choose the instructional strategies that are
most suitable for achieving the learning objectives. This could include lectures,
discussions, case studies, simulations, and other activities that are relevant to the
learners' needs and the subject matter.
3. Develop content: Develop the content for the training course based on the identified
learning objectives and instructional strategies. This could include creating
presentations, handouts, reading materials, and multimedia resources that support the
learning objectives and engage the learners.
4. Choose assessment methods: Determine the assessment methods that will be used to
evaluate the learners' understanding and retention of the course content. This could
include quizzes, tests, assignments, or other performance-based assessments.

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5. Plan course delivery: Plan the delivery of the course, including scheduling, logistics, and
resources needed to deliver the course effectively. This could involve selecting
appropriate trainers, scheduling training sessions, and preparing the training room or
other learning environments.
6. Obtain feedback: Obtain feedback from subject matter experts, instructional designers,
and other stakeholders to ensure that the training program design is effective,
engaging, and aligned with the learning objectives.
7. Revise the design: Revise the training program design as necessary based on feedback
and ensure that it is complete, effective, and ready for development in the next phase.

The Design phase is critical to the success of the training program, as it establishes the
blueprint for the entire program. By following a systematic and iterative process during the
Design phase, instructional designers can ensure that the training program is effective,
engaging, and aligned with the needs of the learners and the organization.

b. Institutionalisation process
Institutionalizing the course design process within training institutions can help ensure that
instructional designers consistently follow a systematic and effective process for designing and
developing training programs. The course design team at institutions will be at the helm and
will be responsible for steering the design process.

Here are some steps that can be taken to institutionalize the Design phase:

 Develop a standard design process: Establish a standard design process that outlines
the key steps involved in the course design. This process should be well-documented
and communicated to all instructional designers and other stakeholders involved in the
design of training programs.
 Provide training and support: Provide training and support to instructional designers
on the standard design process and any tools or software that will be used in the
Design phase. This may include training on needs analysis, learning objectives
development, instructional strategies, and assessment methods.
 Establish quality standards: Develop quality standards for training program design and
establish clear criteria for evaluating the effectiveness and quality of training programs.
These standards should be communicated to instructional designers and other
stakeholders to ensure that they are followed consistently.
 Encourage collaboration and feedback: Encourage collaboration and feedback among
instructional designers, subject matter experts, and other stakeholders throughout the
Design phase. This can help ensure that the training program design is effective,
engaging, and aligned with the needs of the learners and the organization.
 Establish a review process: Establish a review process for training program designs to
ensure that they meet the quality standards and are effective in achieving the learning

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objectives. This review process may include peer review, expert review, or other types
of feedback mechanisms.
 Use technology to streamline the process: Use technology to streamline the design
process and make it more efficient. This may include the use of design software,
learning management systems, or other types of technology that can help automate
or simplify the design process.

Chapter 5. System of Auditing

The training rotates around the performance. If we see the definition of training, it says that
training is a planned process to modify attitude, knowledge, or skill through learning
experiences to achieve effective performance in an activity or range of activities, to satisfy, the
needs of the organisation. The training is based on Desired Performance. Every organisation
expects that the people working in the organisation should perform up to the desired level.
Hence while establishing or defining an auditing system we need to start the process of
auditing or evaluation from the initial stage which is at the beginning of Training Needs
Analysis. When we say, auditing, it is an assessment of something, with some initially defined
parameters or standards. Thus, evaluation of training, which is defined as, the assessment of
the total value of a training system, training course, or programme, in social as well as financial
terms. Evaluation differs from validation in that it attempts to assess the overall value of the
course or programme, and not just the achievement of its laid-down objectives. The term is
also used in the general judgmental sense of the continuous monitoring of a programme or
of the training function.

The auditing system or the evaluation of training thus starts with training needs analysis. Step
one of auditing is identifying, establishing, and defining the standards of performance of a job
doer. The basic standards may be about the physical environment, working environment and
knowledge, skills, attitude, and competencies required for the job doer to perform the job up
to the desired level. In training, we use the desired level of performance frequently, which
means we have expected and decided on some level of performance from the job-doer.

This is the basic parameter which we need to establish at the time of training needs analysis.
This becomes the base for the auditing system. In the training needs analysis after identifying,
defining, and establishing these standards of performance, we find out the level of actual
performance of the job doer. This gap between desired and actual level we fulfil with the help
of improving the work environment, and physical environment or providing training for
modifying knowledge, skills, attitude, and competencies.

Easterby, Smith, Hamblin, and Kirkpatrick have developed some models of evaluation of
training. These models together can be used for the evaluation of training. The purpose for
Evaluation based on the concepts of Easterby-Smith and the Level of Evaluation based on the
concepts of Hamblin and Kirkpatrick gives us a matrix. Based on the purpose of evaluation and
level of evaluation we can get an evaluation matrix. This EoT matrix can be used to define
auditing systems.
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Monitoring
Learning Proving Learning Improving L&D
EoT MATRIX Learning &
Processes & Development Interventions
Development
Level 1: Reaction L-1 P-1 I-1 M-1
Level 2: Learning
L-2 P-2 I-2 M-2
Outcomes
Level 3: Job
L-3 P-3 I-3 M-3
Performance
Level 4: Results
L-4 P-4 I-4 M-4
Achieved

5.1 Stages of Auditing

1. Identifying, Defining and Establishing standards of performance. Which could be based on
factors influencing and affectioning the performance. Establish the desired level of
performance.
a. The physical environment is required to perform up to the desired level.
b. Working environment required to perform up to the desired level.
c. Knowledge, skills, and attitude required to perform up to the desired level.
d. Behavioural competencies required for outstanding performance.
e. From TNA find gaps in actual and desired performance.

2. Design the training based on TNA.

a. Segregation of the gaps under four categories. Environmental, motivational,

behavioural, and behavioural competencies.
b. The management and administration will provide solutions for environmental and
motivational factors. Make the assessment to check whether the gaps have filled.
c. Develop the design of training based on gaps identified in knowledge, skills, attitude,
and behavioural competencies.
d. Define the performance objective, training objective and learning objectives of training
programme.
e. Identify and develop the content of training and validate it.
f. Identify the proper training methods for knowledge, skills, attitude, and competencies.
g. Identify the learning methods Pedagogy, Andragogy or Heutagogy, according to
requirement.

3. Conduct the training as per design.

a. Identify the initial level of trainees.
b. Get the reaction of trainees on the training environment.
c. Assessment to check whether learning objective achieved in training.
d. Assessment to check whether training objectives were achieved at the end of training.

4. Assessment at the workplace.

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a. After a short interval assessment to check whether performance objectives were

achieved.

5. Assessment of the organisation level.

a. After some time, interval assessment is to check whether the desired performance of
the organisation is achieved.

6. At the make assessment to check whether the training solved the problem or improved
job performance and are the costs justified.

5.2 Auditing model for training

1. Defined and established desired standards and parameters of performance, by
organisation.
2. Actual standards and parameters, From TNA
3. Gaps and solutions. Organisation, consultant, and training centre.
4. Desired performance. Performance objectives, (gaps solution for Environmental +
Motivational +Behavioural)
5. Performance objective = Training objective + (E +M) by design and organisation
6. Training objective = Sum of learning objective + Performance Aids by the training centre.
7. Auditing
a. Assessment before training. Entry behaviour
b. Assessment at the training. Formative assessment.
c. Assessment at the end of training. Summative assessment.
d. Normative assessment (top/last, extraordinary, or poor performer to be taken care of
by mentor)
8. Criterion-based assessment (good for the desired performer. Shows Level)
9. Internal assessment at the training centre (Training Objectives fulfilled)
10. Assessment at the workplace (Training objectives + performance aids + improvement in
Environmental and Motivational).
11. Assessment and External validation at the workplace.
12. Evaluation at the organisation level. Desired standards and parameters met.

Chapter 6. Defining Periodicity for Conducting TNA

The periodicity of conducting a Training Needs Analysis (TNA) depends on several factors,
such as the organization's goals, industry trends, and changes in job roles or technology. Some
considerations to help determine the periodicity of conducting a TNA:

1. Organizational goals: The frequency of conducting a TNA should align with the
organization's goals and objectives. For example, if the organization is undergoing
significant changes, such as governance transformation, it may be necessary to
conduct a TNA more frequently to ensure that employees have the necessary skills
and knowledge to meet the new demands.

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2. Industry trends: Changes in industry trends and best practices may require employees
to acquire new skills or knowledge. Conducting a TNA periodically can help identify
these changes and ensure that training programs are updated accordingly.
3. Performance gaps: If performance gaps are identified during performance evaluations
or other assessments, it may be necessary to conduct a TNA to determine if additional
training is needed to close these gaps.
4. Job roles: Changes in job roles, such as the introduction of new positions or changes
in responsibilities, may require employees to acquire new skills or knowledge.
Conducting a TNA can help identify these changes and ensure that training programs
are updated accordingly.
5. Technology changes: Changes in technology can require employees to acquire new
skills or knowledge. Conducting a TNA can help identify these changes and ensure
that training programs are updated accordingly.

Based on these considerations, it is recommended to conduct a TNA at least once every two
years or whenever significant changes occur in the organization, industry, job roles, or
technology. It's important to note that the periodicity of conducting a TNA may vary
depending on the Ministry/Department/Organization's specific needs and circumstances.

Chapter 7. Sub-committee recommendations

1. Regularly conduct TNA: The CSTIs must conduct TNA once every 2 years/ for every
batch for all induction and mid-career training programs. Focus on
domain/behavioural and functional training for the Ministry officials ( rather than
induction or MCTP) with a focus on continuous learning needs. They may also conduct
TNA for all departments for the CSTIs every once in 2 years to understand the needs
of the various departments. Quick analysis or rapid TNAs on new training needs that
come up every year may be considered. Institutes may customize TNA components as
per their requirements.
2. The standard procedure to conduct TNA: The CSTIs must follow the step-by-step
procedure mentioned in the guidance report to conduct TNA. The process for each
institute must be standard and should be documented across all CSTIs
3. Involve multiple stakeholders: Involve multiple stakeholders in the TNA process,
including civil service officials, MDOs, citizens and subject matter experts. Their input
can provide valuable insights into the training needs.
4. Use multiple data collection methods: Use a variety of data collection methods to
gather information on the training needs of employees. These may include surveys,
focus groups, interviews, and performance evaluations. Leverage technology (AI or ML-
based software) to assess the skill sets and training needs.

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5. Continuous improvement: Use the results of the TNA and evaluation to continuously
improve the training program. Regularly updating the training plan ensures that the
training program remains effective and relevant.
6. Collaboration with other institutes: The institute which is lacking the expertise and
experience to conduct should collaborate with other CSTIs and institutes to conduct
TNA and learn from the process to build the capacity to conduct TNA internally.
7. Set procedure for training content updation: The institute should formalize the
standard operating procedures for developing and updating course content which will
include integrating inputs from previous TNA and should also update the delivery
mechanism.
8. Developing in-house capacity for TNA: The faculty & staff members must be trained
in conducting TNA such that in-house capacity can be built enabling TNA.
9. Utilizing data from Capacity Needs Assessment: Ministry-based CSTIs can utilize the
data from Capacity Needs Assessment (CNA) gathered as a part of the Annual Capacity
Building Plan (ACBP) for competency mapping of trainees. Non-ministry CSTIs may
take a cue from the methodology undertaken for conducting CNA for competency
mapping of their cadres.

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Annexures

Metrics and Stages of under Trainee Needs Assessment and Course Design Pillar

Descriptor - Descriptor - Descriptor - Descriptor - Descriptor -

Metric
Stage I Stage II Stage III Stage IV Stage V

Does the Institute There are no Processes of Processes of Processes of Processes of

identify training defined identifying identifying identifying identifying
needs through processes for training needs training needs are training needs are training needs are
collaboration identifying are in place but in place and inputs in place and in place and
with multiple training needs. rarely followed are sought from inputs are stakeholder
stakeholders, e.g., and no inputs stakeholders when proactively discussions are
ministries, are sought from needed for obtained from conducted
departments, ministries, developing multiple periodically at
organisations departments, training courses. stakeholders for pre-defined
and citizens? and developing intervals. The
organisations. training courses. Institute also
analyses
identified needs
for developing
training courses.

Does the Institute The Institute The Institute has The Institute has The Institute has The Institute has
have in-house does not have in-house in-house capacity in-house capacity in-house capacity
capacities for in-house capacity for for conducting for conducting for conducting
conducting capacity for conducting Training Needs Training Needs Training Needs
Training Needs conducting Training Needs Assessment. The Assessment. The Assessment. The
Assessment? Training Needs Assessment. The Institute conducts Institute conducts Institute conducts
Assessment. Institute does Training Needs Training Needs Training Needs
not conduct Assessment in Assessment in Assessment in
Training Needs collaboration with collaboration with collaboration with
Assessment. The officers from officers from external experts,
Institute re- parent parent officers from
designs and Ministry/departme Ministry/departm parent
updates training nt/organisation. ent/organisation Ministry/departm
programmes The Institute re and other ent/organisation.
based on parent designs and stakeholders The Institute re
ministry/depart updates training (citizens, another designs and
ment/organisati programmes ministries/depart updates training
on directives. based on identified ment/organisatio programmes
needs. n). The Institute based on
re-designs and identified needs.
updates training
programmes
based on
identified needs.

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To what extent The Institute The Institute has The Institute has The Institute has The Institute has
are training has no in-house in-house capacity in-house capacity in-house capacity
needs identified partnerships or capacity for for conducting for conducting for conducting
through active collaborations conducting Training Needs Training Needs Training Needs
collaboration with national Training Needs Assessment. The Assessment. The Assessment. The
with leading institutes for Assessment. The Institute conducts Institute conducts Institute conducts
national conducting Institute does Training Needs Training Needs Training Needs
institutes? Training Needs not conduct Assessment in Assessment in Assessment in
Assessment. Training Needs collaboration with collaboration with collaboration with
Assessment. The officers from officers from external experts,
Institute re- parent parent officers from
designs and Ministry/departme Ministry/departm parent
updates training nt/organisation. ent/organisation Ministry/departm
programmes The Institute re and other ent/organisation.
based on parent designs and stakeholders The Institute re
ministry/depart updates training (citizens, another designs and
ment/organisati programmes ministries/depart updates training
on directives. based on identified ment/organisatio programmes
needs. n). The Institute based on
re-designs and identified needs.
updates training
programmes
based on
identified needs.

To what extent The Institute Collaboration Collaboration and Collaboration and Collaboration and
are training has no and partnerships are partnerships are partnerships are
needs identified partnerships or partnerships are established with established with established with
through active collaborations established with national institutes national institutes national institutes
collaboration with national national and these and these and these
with leading institutes for institutes, but resources are resources are resources are
national conducting these are not leveraged for leveraged for leveraged for
institutes? Training Needs engaged for designing training designing and designing and
Assessment. Training Needs needs assessment implementing implementing
Assessment. for the Institute. training needs training needs
assessment for the assessment for
Institute. the Institute as
well as
developing/ re-
designing training
courses.

Are training Required Required Required Required Required

courses offered competencies competencies competencies competencies competencies
by the Institute (functional, (functional, (functional, (functional, (functional,
mapped to behavioural behavioural and behavioural and behavioural and behavioural and
required and domain) domain) are domain) are domain) are domain) are
functional, are not defined defined based defined based on defined based on defined based on
behavioural and by the Institute on trainee's trainee's roles. The trainee's roles. trainee's roles.
roles. However, Institute has The Institute has The Institute has

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domain based on the training mapped <40% of mapped 40-60% mapped up to

competencies? trainee's roles. courses offered training courses to of training courses 60%of training
have not been the full defined set to the full defined courses to the full
mapped to each of competencies. set of defined set of
competency. competencies. competencies.
The Institute also
assigns training
courses based on
pre-assessment
tests of individual
trainees.

Does the institute Standard Standard Standard Standard Standard

have standard operating operating operating operating operating
operating procedures are procedures are procedures are in procedures are in procedures are in
procedures for not available. in place but place and followed place available place and
designing in- followed for for designing 50- and followed for followed for
service trainings, designing <49% 69% of training designing 70-89% designing >90%
demand-based of training courses. of training of training
trainings, etc.? courses. courses. courses.

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