In order to smooth the progress of the job and to get performance precisely and effectively from the employees, there is no alternative for the organizations but to train them well (Buckley and Caple, 2007). According to Coulson-Thomas (1997), the rapidly changing nature of business environment requires organizations’ to make changes or fetch improvements in their acting, operating and learning styles and insists them to embrace a more flexible and adaptive approach to carry out their functions in order for being effective and on top form. In view of that, Pont (2003) accentuates the importance of training and points out that those days are gone when people get used to learn certain skills and acquire specific knowledge to get the job done rather in this fast paced business environment, it is important for them to learn and acquire skills and knowledge on a continuous basis as learning is an ultimate approach not only for their own development but also for being effective and efficient in the workplace and training is the procedure that justifies the approach.
Senge (1990: p.5) infers the mounting role of training by undoubtedly pointing to the fact that
As the world becomes more interconnected and business becomes more complex and dynamic, work must become morelearningful.
However, though the importance of training is underscored, organizations, in most cases, are unable to taste and experience the success through their training activities as these functions are, for the most part, thought and carried out in the form courses (Reed and Vakola, 2006) and predesigned without any careful planning and analysis of the performance gaps and development needs of the employees and organization, that is, without considering where the problem lies (Rae, 2000).
Peterson (1998) points out that it is indisputable to provide urgency in setting up training needs in the first place, which with no doubt will validate the training programs and in turn will ensure the efficacy of the organization. According to CIPD (2008), identifying the knowledge and skill gaps helps determine current and future learning and development needs of employees in the respective areas and Training Needs Analysis (TNA) is the practice that helps identify the gaps.
According to CIPD (2008), the connection among TNA, Performance Management and Business Strategy is well established as determining TNA facilitates organizations produce a plan with the help of which they offer learning and development prospects to their employees to close the performance discrepancies found out in order to ensure that they are adequately competent and capable of achieving organizational goals. Once organizations are able to assume the link well, they are likely to find a huge acceleration in employees’ performance, which will ultimately help the organization successfully accomplish their goals (Peterson, 1998).
• Buckley, R. and Caple, J. (2007), The Theory and Practice of Training, Kogan Page, London.
• CIPD (2008), Identifying Learning and Training Needs, Chartered Institute of Personnel and Development, [Online], Available: http://www.cipd.co.uk/subjects/lrnanddev/needs/idtlneeds.
• Coulson- Thomas, C. (1997), “The Future of the Organizations: Selected Knowledge Management Issues”, The Journal Of Knowledge Management, Vol. 1, No. 1, pp. 15-26.
• Peterson, R. (1998), Training Needs Assessment: meeting the training needs for quality performance, Kogan Page, London.
• Pont, T. (2003), Developing Effective Training Skills, Chartered Institute of Personnel and Development, Wimbledon.
• Rae, L. (2000), Effective Planning in Training and Development, Kogan Page, London.
• Reed, J. and Vakola, M. (2006), “What role can a training needs analysis play in organizational change?”, Journal of Organizational Change Management, Vol. 19, No. 3, pp. 393-407.
• Senge, P. M. (1990), The Fifth Discipline: The Art and Practice of the Learning Organisation, Doubleday, New York.