# Training Needs Analysis: [Organisation, team or role]

> Training needs analysis (TNA) template at the three classic levels:
> organisational, task (role) and individual analysis, followed by a
> competency gap table, prioritisation, recommended interventions, budget
> and evaluation measures. Based on common learning and development (L&D)
> practice. Replace every `[bracketed]` value and every row marked
> *Example*.

<!--
Guidance: How to use this template
- Start from a business problem or goal, not from a list of courses people
  want. A TNA that cannot name the performance it improves will not get
  funded.
- Collect evidence from several sources: performance data, interviews,
  surveys, observation and job descriptions. Note the source for each gap.
- Separate training needs from non-training causes (unclear processes,
  missing tools, poor incentives); recommend the right fix for each.
- Keep individual results confidential and report them in aggregate.
-->

| Field | Value |
|---|---|
| Scope | [Department / role / whole organisation] |
| Sponsor | [@name, title] |
| Analyst | [@name] |
| Population | [Number of employees and roles in scope] |
| Data collection period | YYYY-MM-DD to YYYY-MM-DD |
| Version / status | [0.1, Draft / Final] |
| Last updated | YYYY-MM-DD |

## 1. Executive summary

<!-- Guidance: Write last. Half a page: the goal, the main gaps, the recommended interventions, the cost and the expected result. -->

[*Example:* "The field service team misses its first-time fix target (72%
against 85%). The analysis found three priority gaps: diagnosing faults on
the new heat-pump range, using the mobile parts system, and explaining
repairs to customers. We recommend a blended technical programme, a job aid
in the mobile app, and coaching for new hires, at a cost of about $99,000, with
an expected rise in first-time fix to 82% within nine months."]

## 2. Background and objectives

<!-- Guidance: Why the analysis is being done now and what decisions it will inform. -->

| Item | Description |
|---|---|
| Business driver | *Example:* Launch of new heat-pump product line; first-time fix rate falling |
| Key performance indicator | *Example:* First-time fix rate, customer satisfaction (CSAT) |
| Objectives of this TNA | *Example:* Identify skill gaps behind repeat visits; recommend and cost interventions |
| Decisions informed | *Example:* L&D budget for next fiscal year; onboarding redesign |

### 2.1 Methods and data sources

| Method | Sample | Period |
|---|---|---|
| *Example:* Performance data review | 14,200 job records | Last 12 months |
| *Example:* Structured interviews | 6 supervisors, 12 technicians | YYYY-MM |
| *Example:* Self and manager competency ratings | 118 of 130 technicians (91%) | YYYY-MM |
| *Example:* Job observation | 10 ride-alongs | YYYY-MM |
| [Method] | [Sample] | [Period] |

## 3. Organisational analysis

<!-- Guidance: Where is training needed and will the organisation support it? Look at strategy, performance data, culture, resources and constraints. -->

[Describe strategic goals, upcoming changes, performance trends and the
climate for learning: whether managers will release time and reinforce new
skills on the job.]

| Factor | Finding | Implication |
|---|---|---|
| *Example:* Strategy | Heat pumps to be 40% of installations by next year | Technical capability is critical |
| *Example:* Performance | Repeat visits cost $410,000 a year | Strong business case |
| *Example:* Learning climate | Supervisors willing to coach but lack time | Build coaching into schedules |
| *Example:* Constraints | Technicians cannot be off the road more than 1 day per month | Prefer short, modular, mobile learning |
| [Factor] | [Finding] | [Implication] |

## 4. Task (role) analysis

<!-- Guidance: What does the job require? Break the role into key tasks and the knowledge, skills and behaviours each needs, with the standard of performance. -->

| Task | Standard of performance | Knowledge, skills and behaviours | Importance (1-5) |
|---|---|---|---|
| *Example:* Diagnose heat-pump faults | Correct diagnosis on first visit in 90% of jobs | Refrigeration cycle; controller error codes; use of diagnostic tool | 5 |
| *Example:* Order and track parts | Parts ordered before leaving site; correct part number | Mobile parts app; product catalogue | 4 |
| *Example:* Explain repair to customer | CSAT >= 4.5 of 5 | Plain-language explanation; expectation setting | 4 |
| [Task] | [Standard] | [KSBs] | [1-5] |

## 5. Individual analysis

<!-- Guidance: Who needs training, and in what? Compare current capability with the standard. Use aggregated results; avoid identifying individuals in the report. -->

Proficiency scale used throughout: 1 = aware, 2 = needs supervision,
3 = independent, 4 = proficient in complex cases, 5 = can teach others.

| Group | Headcount | Key observations |
|---|---|---|
| *Example:* Technicians under 2 years | 46 | Lowest diagnosis ratings; most repeat visits |
| *Example:* Experienced technicians | 84 | Strong on older products; limited heat-pump exposure |
| [Group] | [n] | [Observation] |

## 6. Competency gap analysis

<!-- Guidance: For each competency, compare required and current levels and note the evidence. Gap = required minus current. Distinguish training causes from other causes. -->

| ID | Competency | Required level | Current level (mean) | Gap | Population affected | Evidence | Cause |
|---|---|---|---|---|---|---|---|
| CG-01 | *Example:* Heat-pump fault diagnosis | 4 | 2.3 | 1.7 | 112 technicians | 61% of repeat visits are heat-pump jobs | Skill |
| CG-02 | *Example:* Mobile parts app use | 3 | 2.1 | 0.9 | 70 technicians | 18% of orders placed after leaving site | Skill and tool usability |
| CG-03 | *Example:* Customer explanation | 4 | 3.2 | 0.8 | 46 newer technicians | CSAT comments on "unclear explanation" | Skill |
| CG-04 | *Example:* Safety documentation | 3 | 2.8 | 0.2 | All | Audit findings minor | Process (form too long) |
| CG-05 | [Competency] | [ ] | [ ] | [ ] | [ ] | [ ] | [Skill / knowledge / process / tool / motivation] |

## 7. Prioritisation

<!-- Guidance: Rank gaps by business impact, size and urgency so the budget goes where it matters. Agree the scoring method with the sponsor. -->

Priority score = impact (1-5) x gap size (1-5) x urgency (1-3), maximum 75.

| Gap | Impact | Gap size | Urgency | Score | Priority |
|---|---|---|---|---|---|
| CG-01 | 5 | 4 | 3 | 60 | High |
| CG-02 | 4 | 3 | 2 | 24 | Medium |
| CG-03 | 3 | 2 | 2 | 12 | Medium |
| CG-04 | 2 | 1 | 1 | 2 | Low (process fix) |

## 8. Recommended interventions

<!-- Guidance: Match each gap to the most effective and economical solution. Training is one option among job aids, coaching, process redesign and tool changes. -->

| Gap | Intervention | Format | Audience | Duration | Owner | Timing |
|---|---|---|---|---|---|---|
| CG-01 | *Example:* Heat-pump diagnostics programme | 2 e-learning modules + 1-day hands-on workshop | 112 technicians | 6 hours | [@l-and-d] | Q1-Q2 |
| CG-01 | *Example:* Error-code job aid in mobile app | Performance support | All | Ongoing | [@product] | Q1 |
| CG-02 | *Example:* App walkthrough plus usability fixes | 20-minute micro-learning; product change request | 70 technicians | 20 min | [@l-and-d], [@it] | Q1 |
| CG-03 | *Example:* Customer conversation coaching | Ride-along coaching with checklist | 46 newer technicians | 3 sessions | [@supervisors] | Q2 |
| CG-04 | *Example:* Simplify safety form | Process redesign (no training) | All | Not applicable | [@safety] | Q1 |

## 9. Budget

<!-- Guidance: Include internal time as well as external spend. Check that line totals sum correctly. -->

| Item | Basis | Cost |
|---|---|---|
| *Example:* Workshop delivery (8 sessions) | 8 x $4,500 | $36,000 |
| *Example:* E-learning development (2 modules) | 2 x $12,000 | $24,000 |
| *Example:* Technician time off the road | 112 x 6 h x $40 | $26,880 |
| *Example:* Job aid development | Fixed quote | $6,000 |
| *Example:* Coaching time (supervisors) | 46 x 3 x 1 h x $45 | $6,210 |
| **Total** | | **[$99,090]** |

Expected return: if first-time fix rises from 72% to 82%, avoided repeat
visits are worth about [$146,000] a year based on the current cost of
repeat visits.

## 10. Evaluation measures

<!-- Guidance: Define how you will know the interventions worked, with a baseline, target and date for each measure. Plan data collection before launch. -->

| Measure | Level | Baseline | Target | When | Source |
|---|---|---|---|---|---|
| *Example:* Participant satisfaction | Reaction | Not applicable | >= 4.2 of 5 | After each session | Survey |
| *Example:* Diagnostic assessment score | Learning | 58% | >= 85% | End of programme | Practical test |
| *Example:* Parts ordered on site | Behaviour | 82% | >= 95% | 3 months | Parts system |
| *Example:* First-time fix rate | Results | 72% | 82% | 9 months | Job records |
| [Measure] | [Level] | [ ] | [ ] | [ ] | [ ] |

## 11. Risks and next steps

<!-- Guidance: Name what could prevent success and the actions and approvals needed to proceed. -->

| Item | Detail | Owner | Due |
|---|---|---|---|
| *Example:* Risk: supervisors lack coaching time | Agree 2 hours per week in schedules | [@ops-manager] | YYYY-MM-DD |
| *Example:* Next step: approve budget | Present to leadership team | [@sponsor] | YYYY-MM-DD |
| [Item] | [Detail] | [@owner] | YYYY-MM-DD |

## Standard and licence note

Based on common learning and development practice for training needs
analysis, including the widely taught three-level model of organisational,
task and individual analysis. Original text written for this collection;
example figures are illustrative. Template licence: MIT.