Numerous definitions, hundreds of methods and a mind boggling range of solutions; Annie Hayes discovers that training needs analysis (TNA) is far from perfect.

There is considerable confusion as to what constitutes training needs analysis, partly because so many methods could be arguably defined as constituting a training needs analysis (TNA).

Graham O'Connell, head of organisational learning and standards at the National School of Government tells me that we shouldn't get so stuck up on the term itself and admits that he and his colleagues rarely refer to training needs analysis, more usually talking about 'needs' analysis: "It implies a range of ideas and techniques to get to the heart of what development, training or change might be required."

O'Connell believes that it's not simply about identifying whether there is an actual need or not. "That is usually 'fairly' obvious," he says. Instead he says it's about really understanding the nature of the need and gathering clues on how to address it.

"Sometimes a TNA will give you conflicting data or give you as many new questions as answers. Increasingly, organisational diagnosis is part of the TNA process as it is important to understand the complexity of the environment not just the technical aspects of the need. Some purists take a narrow view of TNA based on the early systematic approach to training models, but I think that is more like market research. You need to understand the motivations, expectations and tensions every bit as much as you need to understand the knowledge and skills gaps."

The starting point

So where should businesses start?

Victoria Winkler, adviser at the Chartered Institute of Personnel and Development (CIPD) says there are a variety of methods that are commonly used: "Often information is gathered from staff surveys, appraisals and even focus groups." But she warns that the process is "more than just a data gathering exercise."

Winkler adds that indeed TNA data often goes hand-in-hand with the introduction of competency frameworks, providing a springboard for developing people.

And O'Connell says the method chosen depends on which perspective is taken: "You can come at it from a deficiency perspective (i.e. finding out what is wrong, why, and what to do about it). This is sometimes called gap analysis as it looks at the gap between current performance and desired performance. Or you can look at it from an appreciative perspective (i.e. spotting strengths and best practices to build upon)."

Wayne Mullen, head of learning and development at Standard Bank, says tailoring is also key, believing that the right methodology depends on the requirement: "It can be as simple as asking an individual. Alternatively a more detailed organisational needs analysis or department TNA may need to be carried out."

Mullen advises organisations to start with the business strategy and work backwards.

"This can provide broad themes that the function may need to focus on. Examples might be product or market knowledge, change, leadership or sales. Then the process may need to be repeated at department level."

O'Connell says the 'finger on the pulse' informal option shouldn't be overlooked either: "My ideal would be, to be so in touch with my clients that I know their needs before they do. I'd pick this up organically and continually. Unfortunately it is not an ideal world and we need to do more than this. But I'd say the best place to start is being close to you client, listen, look and learn. Don't undervalue this approach just because it is informal."

O'Connell says another method is collecting volume data around needs: "Typically this would be a Personal Development Plan used as part of performance management. Data collected on PDPs can give you a good steer as to whether people are most hungry for management development or customer service training. My experience of such systems suggests they are only useful in the most general sense. Do not treat the data as if it were a full, accurate and complete picture."

And for the full throttle, formal approach O'Connell advises the deployment of a 'special' set of diagnostic tools. "These I would use in a targeted way to get meaningful data about selected issues or specific target audiences."

Using TNA data effectively

Jan Hills, of consultancy, HR with Guts says that one of the biggest problems is that too often the data gathered is "not very good" and, O'Connell agrees. Hills says that it is often spoilt by an incorrect assumption that the business doesn't have what it needs: "Often this ends up in the delivery of remedial training. If the assumption is that staff are already competent then we're looking at a different approach.

"By asking people what they can't do and what they are not skilled at, the individual and the team can only progress so far. This means that the training focuses on those who are perhaps not doing so well, 'catching up' with how the best of the team already performs, rather than looking to where you would like that whole team to be. Looking at the training this way means that you are always looking backward rather than forward," says Hills.

O'Connell says the key to success is making sense of the data once you have it.

"You don't need to be a statistician to do the analysis but you do need to know how to interpret data. For example, a few years ago I had a survey that told me that half the people had little or no need for training in a specific business process. The other half expressed a strong need. When I looked at the demographic data I realised that it was those with less than two years experience and those in remote locations that had the strongest need. This allowed me to design and target the training precisely to where it was needed."

Winkler is also wary of reacting too hastily to the results and believes that spending vast amounts of cash on 'sheep-dip' training may be the result of a poorly executed TNA. Mullen warns: "Often line managers jump to training as an obvious solution to performance concerns without proper diagnosis or even considering the range of potential solutions. It's important that the L&D function can help the line to qualify issues properly, consider the systemic and access a range of potential interventions."

In a fast-moving world TNA can get missed out or done superficially. O'Connell says the key is to do what is most useful in the time available, "TNA is an imperfect process, but it's better than nothing". In a final warning O'Connell says there is a fine line to be trodden between doing nothing, what he calls the dangers of the 'analysis to paralysis' brigade and those that match every need with a training solution. It's a tightrope that has already caught many out and continues to do so.