Online Training Needs Analysis: Determining Tr. Needs, PG Course

Online Course # 056 - Online Training Needs Analysis: Determining Training Needs, PG Short Course, Leading to Diploma - Postgraduate - in Training Needs Analysis. Course contents include Defining Efficiency Gains,  Measuring Efficiency Gains,  Improving Efficiency Gains,  Training as Investment,  Investors in People (IIP): The British Model,  Collaborative Learning,  Synergy in the Learning Process,  Training Intervention, Learning to Learn,  Life-Long Learning,  Matched with Specific Organisational Needs,  Response to Existing Organisational Ineffectiveness,  Linking Training Policy to Business Strategy: The Element of Finite Resources,  Good Business Sense,  Enhancement of Organisational Objectives,  Other Arguments,  Education & Training for Personal Development,  Relation to Micro OD, Training Gap; The Organisational Learning Process,  The Individual Learning Process,  The Importance of Focus Groups in the Learning Process,  The Action Learning in Organisational Learning,  The ‘Learning Organisation’ and its facilitation of Organisational Development,  Experiential Learning,  Reflective Practice, The Spin-off of Micro OD,  Policy: Aligned to Business Strategy,  Improved Effectiveness. This course is taught via Video-Enhanced Online Mode of Delivery.


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Leading to Diploma-Postgraduate in Enterprise Risk Management (Double-Credit)

Our Video-Enhanced Online Mode of delivery of this course is the same as being in a classroom – but virtually.

This Video-Enhanced Online mode of delivery is Revolutionary and currently unique to HRODC Postgraduate Training Institute.

The tutor will meet the group on Video and present the course, in the same way as though in a classroom.

Where there is more than one participant, they will be able to see and interact with each other, and with the tutor.

They will watch and discuss the various video cases and demonstration videos that form an integral part of our courses.

Assessment is structured in the same way as it is done in a classroom setting.

The Video-Enhanced Online mode of training usually starts on the 1st of each month, with the cut-off date being the 20th of the previous month. This cut-off date means that Admission should have been granted and fee payment received;

It will last twice as long as the classroom-based deliveries. For example, a 5-day (30 Credit Hours) classroom-based course will last 10 days, in Video-Enhanced Online mode. This calculation is based on 3 hours tuition per day, meeting the Institute’s required 30 Credit-Hours.

The cost of the Video-Enhanced Online mode is 67% of the classroom-based course.

For example, a 5-day classroom-based course, which costs Five Thousand Pounds, costs only Three Thousand Three Hundred and Fifty Pounds (£3,350.00) in Video-Enhanced Online Mode.


Course Co-ordinator:

Prof. Dr. R. B. Crawford is Course Coordinator. He is the Director of HRODC Postgraduate Training Institute, A Postgraduate-Only Institution. He has the following Qualifications and Affiliations:

Doctor of Philosophy {(PhD) {University College London (UCL) - University of London)};

MEd Management (University of Bath);

Postgraduate (Advanced) Diploma Science Teacher Ed. (University of Bristol);

Postgraduate Certificate in Information Systems (University of West London, formerly Thames Valley University)

Diploma in Doctoral Research Supervision, (University of Wolverhampton);

Teaching Certificate;

Fellow of the Institute of Management Specialists;

Human Resources Specialist, of the Institute of Management Specialists;

Member of the Asian Academy of Management (MAAM);

Member of the International Society of Gesture Studies (MISGS);

Member of the Standing Council for Organisational Symbolism (MSCOS);

Member of ResearchGate;

Executive Member of Academy of Management (AOM). There, his contribution incorporates the judging of competitions, review of journal articles, and guiding the development of conference papers. He also contributes to the Disciplines of:

Human Resources;

Organization and Management Theory;

Organization Development and Change;

Research Methods;

Conflict Management;

Organizational Behavior;

Management Consulting;

Gender & Diversity in Organizations; and

Critical Management Studies.

Professor Dr. Crawford has been an Academic in the following UK Universities:

University of London (Royal Holloway), as Research Tutor;

University of Greenwich (Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

University of Wolverhampton, (Wolverhampton Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

London Southbank University (Business School), as Lecturer and Unit Leader.

His responsibilities in these roles included:

Doctoral Research Supervisor;

Admissions Tutor;

Postgraduate and Undergraduate Dissertation Supervisor;

Programme Leader;

Personal Tutor.


For Whom This Course is Designed

This Course is Designed For:

Human Resource Managers;

Human Resource Professionals;

Employee Development Managers,;

Talent Management Officials;

Line Managers;

Training Managers;

Training Coordinators and Administrators;



Business owners;

Those who would like to gain knowledge and understanding about the concept of Training Needs Analysis.


Duration: 12 Days, Based on 3 hours per day tuition

Cost: £4,020.00 Per Delegate


Training Needs Analysis: Determining Training Needs, Leading to Diploma-Postgraduate in Training Needs Analysis Course

Course Objectives

By the conclusion of the specified learning and development activities, delegates will be able to:

Demonstrate a heightened understanding of the underlying notions of organisational development and establish how a successful training needs analysis can lead towards organisational development;

Describe training in the aspect of macro and micro organisational development;

Identify the rationale for and definition of Training Needs Analysis (TNA);

Demonstrate a heightened understanding of how organisational training needs analysis, subsystem training needs analysis and individual training needs analysis are conducted;

Enumerate the approaches, methods and techniques of TNA and discuss each;

Distinguish among education, training and development as important organisation investment;

Determine the organisation’s opportunity costs in providing education, training and development among its employees;

Establish the efficiency gains derived by an organisation out of education, training and development of its employees;

Demonstrate their competence in the measurement of efficiency gains and suggest ways on how to improve efficiency gains;

Ascertain how return on investment can be achieved to justify the funding for the employee’s training;

Explain the underlying concept of Investors in People (IIP);

Gather information and evidence from ‘Investors-in-People’;

Calculate Return on Investment (ROI) from education, training and development;

Describe the organisational learning process as part of the training needs analysis;

Realise the importance of focus group in the learning process;

Describe the key procedures and skills required to implement action learning;

Identify how an organisation can facilitate organisational development;

Determine the training applications of experiential learning and learn how to utilise effectively the powerful potential of learning from experience;

Understand reflective practice as part of the training process;

Develop the necessary skills through some collaborative learning opportunities;

Determine the different ways of developing a synergy in the learning process;

Draw the importance of learning to learn which leads towards the improvement of an individual’s ability to learn;

Ascertain how lifelong learning mark a decisive turning point in the way that people and organisations define and manage their learning;

Demonstrate a heightened understanding of the group processes and organisational change;

Identify the sources of information for TNA and the factors which should be taken into consideration when choosing which among the approaches will be used;

Demonstrate a heightened knowledge of how training needs might be devised from Strategic Plans;

Suggest how training needs might be derived from an examination of an organisation’s Tactical Plans;

Highlight the value of Operational Plans in the determination of departmental training needs;

Provide a practical guide with respect to the use of Strategic Operational Review in determining organisational and departmental training needs;

Demonstrate the use of Human Resource Plan in the determination of individual training needs;

Elucidate the use of Management Succession Plans in the determination of individual developmental needs;

Explain the process and value of Human Resource Audit;

Demonstrate a heightened understanding of Critical Incident Reports and their value in training needs analysis;

Practicalise the use of Individual Performance Appraisal Reports in the individual and departmental training needs analysis;

Demonstrate what Personnel Deployment Charts are and how they may be used in the determination of departmental training needs;

Work their way through Business Plans, determining the skills and expertise that are needed to execute them, thereby identifying how they relate to current and future roles, and the departmental and individual training gaps that exist;

Demonstrate the relationship between Job Evaluation or Job Tasks and Role Analysis and the determination of training gaps, in training needs analysis;

Determine how Client or Customer Feedback can be used in determining gaps that pre-exist in skills, knowledge and expertise;

Explain the process of 360 Degrees Feedback, the data analysis process, and the way in which the information that has been produced, might be used in determining the know, skills and attitudes that need to be developed for the individuals concerned;

Explain how Supervisory Reports might best be used to determine the skills, knowledge and attitude that an individual falls short of in his or her role performance;

Suggest how best Training Needs Analysis Questionnaires might be constructed, analysed and used in determining knowledge, skills and attitude gaps;

Explain what Assessment Centres are and the way in which the information from them might be used as a basis for determining individual competency levels;

Highlight the value of Training Needs Survey in training needs analysis;

Determine how Task Competencies Analysis Report can be used in enhancing the effectiveness of departmental and individual training needs analysis.


Course Contents, Concepts and Issues

Part 1: Contextualising Training Needs Analysis

Organisational Development in Context;

Training an Macro Organisational Development;

Training an Micro Organisational Development;

Rationale for Training Needs Analysis (TNA);

Training Needs as Gaps;

Organisational Training Needs Analysis;

Subsystem Training Needs Analysis;

Individual Training Needs Analysis;

Approaches to Training Needs Analysis;

Methods of Training Needs Analysis.


Part 2: Education, Training and Development as Investment

Difference between Education, Training and Development;

Education, Training and Development, and ‘Opportunity Cost’;

Education, Training and Development for ‘Efficiency Gains’;

Defining Efficiency Gains;

Measuring Efficiency Gains;

Improving Efficiency Gains;

Training as Investment;

Investors in People (IIP): The British Model;

Evidence from ‘Investors-In-People’;

Calculating Return on Investment (ROI) from Education, Training and Development.


Part 3: Learning in Organisations and Organisational Learning

The Organisational Learning Process;

The Individual Learning Process;

The Importance of Focus Groups in the Learning Process;

The Action Learning in Organisational Learning;

The ‘Learning Organisation’ and its facilitation of Organisational Development;

Experiential Learning;

Reflective Practice;

Collaborative Learning;

Synergy in the Learning Process;

Learning to Learn;

Life-Long Learning;

Understanding Group Processes and Organisational Change.


Part 4: Utilising Possible Sources of Information in Training Needs Analysis (TNA) -1

Strategic Plans;

Tactical Plans;

Operational Plans;

Strategic Operational Review;

Human Resource Plan;

Succession Plan;

Human Resource Audit;

Critical Incident Reports;

Individual Performance Appraisal Reports;

Personnel Deployment Charts;

Business Plans.


Part 5: Utilising Possible Sources of Information in Training Needs Analysis (TNA) - 2

Job Evaluation or Job Tasks and Role Analysis;

Client or Customer Feedback;

360 Degrees Feedback;

Supervisory Reports;

Critical Incident Report;

Training Needs Analysis Questionnaires;

Assessment Centres;

Training Needs Survey;

Task Competencies Analysis Report.


Part 6: Focusing on Training Policy and Strategy in TNA

Training Policy Vs. Business Strategy;

Training Policy:

Matched with Specific Organisational Needs;

Response to Existing Organisational Ineffectiveness.

Linking Training Policy to Business Strategy:

The Element of Finite Resources;

Good Business Sense;

Enhancement of Organisational Objectives.

Other Arguments.

Education & Training for Personal Development:

Relation to Micro OD;

The Spin-off of Micro OD;

Policy: Aligned to Business Strategy;

Improved Effectiveness.

General Questions:

Contribution to Competitive Advantage or Improved Organisational Functioning;

Training and Unemployment.



Last modified: 07/11/23