Training Needs Analysis: Fabrics, Inc.

TNA-FABRICS, INC. Training Needs Analysis: Fabrics, Inc. Megan McCabe Florida Institute of Technology June 17, 2018

This paper is to evaluate the training process of the organization of Fabrics, Inc. With this paper, I will also explore the phases of the Training Process Model, from needs analysis to evaluations, to determine how Fabric’s, Inc. performed in each of these phases. A Training Needs Analysis (TNA) is the process of data gathering and casual analysis related to a performance gap, the results of an effective TNA identify training needs and non-training needs related to eliminating the performance gap (Blanchard & Thacker, 2013).

In order to more effectively perform a specific job, an organization needs to have a training program available for trainees with the proper knowledge, skills and attitude (KSAs). This will also help employees achieve the organizations goals and objectives. Every organization usually has the same goal, and that is to succeed in a competitive market. In order for them to achieve success, they need to start by designing a training program using all phases of the Training Process Models.

Paper For Above instruction

Introduction

Fabrics, Inc., a textile manufacturing company, experienced rapid growth within a short period, expanding from 40 to over 200 employees. This swift expansion created challenges in employee performance, particularly among newly promoted supervisors who lacked formal training. Recognizing the need to improve supervisory skills, the company sought to develop a comprehensive training program grounded in a thorough Training Needs Analysis (TNA). This paper evaluates Fert fabrics, Inc.'s training process, analyzing each phase of the Training Process Model—from needs assessment to evaluation—highlighting the effectiveness of their approach and suggesting improvements based on existing literature.

Background of Fabrics, Inc.

Initially a small firm, Fabrics, Inc. experienced extraordinary growth, which necessitated rapid promotions from within the organization to fill supervisory roles. However, the lack of formal training led to managerial conflicts and poor customer service feedback. The owner’s decision to hire a consultant was aimed at developing an effective training system for supervisors to enhance their supervisory KSAs (knowledge, skills, and Attitudes). It became evident that a comprehensive Training Needs Analysis was essential prior to designing training interventions, to pinpoint the core performance gaps and organizational challenges facing the company.

Needs Analysis in Fabrics, Inc.

The initial step involved interviewing the owner, during which questions about HR practices, job design, reward systems, performance expectations, and operational procedures revealed significant organizational deficiencies. Notably, the absence of explicit goals, objectives, or policies hindered targeted training development. The lack of clear mission and strategic direction indicated a weak foundational structure, which hampered effective performance management and employee development.

Further, operational analysis involving the current supervisors highlighted inconsistent approaches to problem-solving, decision-making, and performance evaluation. The supervisors’ self-reports lacked standardization, indicating a need for training in effective feedback, conflict resolution, and communication skills. The internal analysis underscored organizational and operational gaps that training aimed to address systematically.

Designing a Training Program

Post-need assessment, the consultant identified core areas requiring development—most notably, effective feedback techniques. Training objectives were established to enable supervisors to self-assess, learn proper feedback delivery, and apply these skills to foster improved employee performance and customer relations. Learning objectives included self-evaluation pre- and post-training, mastering feedback techniques, and understanding appropriate timing and contexts for performance communication.

According to Blanchard and Thacker (2013), clear learning objectives motivate trainees and provide benchmarks for assessing training effectiveness. The training design focused on aligning trainee expectations with organizational needs, emphasizing motivation and engagement, critical factors in adult learning (Merriam et al., 2010).

Development and Implementation

The instructional strategy involved creating modular training content, including instructor manuals and trainee handbooks. Key topics included active listening, communication, conflict resolution, employee motivation, and performance measurement. The inclusion of self-assessment exercises before and after the training aimed to foster reflection and reinforce learning outcomes.

The development process derived from instructional design principles suggested by Gagné’s Nine Events of Instruction (Gagné et al., 2005), ensuring structured delivery and engagement. Implementation required trainers to adapt content to the organizational context, promote interactivity, and facilitate practice through role-playing and scenario-based activities. Maintaining trainee motivation was emphasized—studies by Knowles (1984) highlight adult learners’ need for relevance and practical application of learned skills.

Evaluation Strategies

Fabrics, Inc. employed both process and outcome evaluations to measure training effectiveness. Process evaluation documented training content, duration, and facilitator performance, ensuring adherence to program design (Kirkpatrick & Kirkpatrick, 2006). Outcome evaluation involved reaction questionnaires, knowledge assessments, and performance indicators, such as improved customer feedback and supervisor self-efficacy (Kirkpatrick, 1996).

These evaluations assessed not only trainee satisfaction but also behavioral changes and organizational impact. The use of both formative and summative evaluations aligns with best practices suggesting comprehensive assessment enhances learning transfer and sustainability (Baldwin & Ford, 1988). Continuous feedback was used to refine training modules, accommodating learner needs and organizational objectives.

Conclusion

Effective training is pivotal for organizational growth, especially for rapidly expanding small businesses like Fabrics, Inc. The company's initial lack of a structured needs analysis hindered early development. However, by conducting thorough organizational and operational analyses and designing targeted training interventions, Fabrics created a foundation supporting increased supervisor competence and improved customer service. Future efforts should focus on establishing ongoing needs assessments, aligning training initiatives with strategic objectives, and fostering a culture of continuous learning. This approach will ensure that training remains relevant, impactful, and sustainable, contributing to long-term organizational success.

References

  • Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
  • Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices. Pearson.
  • Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design. John Wiley & Sons.
  • Greenberg, C. (n.d.). How to Conduct a Training Needs Analysis | How To | Tools | XpertHR.com. Retrieved from https://www.xperthr.com
  • Knowles, M. S. (1984). The adult learner: A neglected species. Gulf Publishing.
  • Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
  • Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
  • Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2010). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
  • Miller, K. M., & Poertner, S. (1996). The art of giving and receiving feedback. Manuseto Ventures.
  • Manuseto Ventures. (2018). Training and Development - Encyclopedia - Business Terms. Retrieved from https://www.businessdictionary.com

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