CHAPTERSIX 
TRAINING NEEDS 
DETECTION 
1.	Principal steps to administer 
training: 
a.	To identify training needs. 
b.	To determine objectives for the 
identified needs. 
2.	Needs assessment includes the analysis 
of: 
a.	Training needs of the 
organization. 
b.	Knowledge, skills and abilities 
necessary for the job. 
c.	Employee needs. 
3.	Training needs oftbe organization 
require an examination of: 
a.	Long and short-term training 
objectives. 
4.	The knowledge, skills and abilities 
needed must be carefully 
identified. 
5.	Data sources to complete training needs 
assessment, can be: 
a.	Current employees. 
b.	Current supervisors. 
c.	Work experts. 

CHAPTERSIX 
TRAINING NEEDS 
DETECTION 
6.	Basic methods to identify training 
needs: 
a.	To ask employees what their 
training needs on the 
job are. 
(Interviews and questionnaires). 
b.	To ask employees to perform 
their tasks. 
(Direct observation). 
c.	To identify causes that affect 
employee work processes. 

Study Plan to Detect Training 
Needs 
l.	Basic methods to identify employee 
training needs: 
a.	To observe employees. 
b.	To listen to employees. 
c.	To ask supervisors about 
employee training 
needs. 
2.	Differences between expected 
and real results suggest a need for 
training. 
3.	Principal steps to determine 
training needs: 
a.	To evaluate behavioral 
discrepancies. 
b.	To do a cost analysis. 
c.	To establish standards. 
d.	To remove obstacles. 
e.	To practice the new method. 
f.	To train employees. 
g.	To change the job. 
h.	To transfer or terminate. 
1. To create a motivational climate. 
4.	To evaluate behavioral discrepancies 
means: 
a.	To appraise employee 
performance. 
b.	To verify how employees are 
working. 
c.	To determine how employees 
should be working. 

Study Plan to Detect Training 
Needs 
5. To do a cost analysis refers to: 
a.	Determine the cost of correcting 
the discrepancy. 
6. To establish standards focuses on: 
a.	To create and communicate 
working standards that can 
improve performance. 
7.	Practice is one way to perform a better 
job. 
8.	To change the job is to redesign the job 
through: 
a.	Job enrichment. 
b.	Job simplification. 
c.	Job enlargement. 
9.	To transfer or terminate means that if 
results fail: 
a.	Theemployee must be or 
transferred or fired. 
10. To create a motivational c1imate means: 
a.	To motivate to solve attitude 
problems. 

Study Plan to Detect Training 
Needs 
Organizational Needs Analysis 
l. Phases of the training program: 
a.	Assessment. 
b.	Implementation. 
c.	Evaluation. 
2.	Assessment determines the training needs 
ofthe organization. 
3.	Implementation creates, through 
training: 
a.	Newattitudes. 
b.	New skills. 
c.	New capabilities. 
4.	Organizational needs analysis begins with 
an evaluation of: 
a.	The short and long term objectives. 
b.	The trends that affect training 
objectives. 
5.	The organizational needs analysis 
evaluates: 
a.	Human resources. 
b.	Efficiency levels. 
c.	Organizational climate. 
6.	Human resources analysis transforms 
organization objectives into: 
a.	Specific skill demands for human 
resources. 

Study Plan to Detect Training 
Needs 
Organizational Needs Analysis 
7.	Analysis of the efficiency levels 
provides: 
a.	Information about the current 
efficiency of work groups and of 
the organization. 
8.	Analysis ofthe organizational climate 
describes: 
a.	The quality of the organization. 
b.	Employee feelings. 
c.	Employee efficiency. 

Study Plan to Detect Training 
Needs 
Job Needs Analysis 
1.	Job needs ana1ysis provides information 
about: 
a.	The tasks that must be performed 
on eachjob. 
b.	The necessary skills to develop 
tasks. 
c.	The minimum acceptable 
standard s for the job. 
2.	The tasks that must be performed on each 
job refers to: 
a.	The basic information contained in 
the job description. 
3.	The necessary skills to develop tasks 
refers to: 
a.	Job specifications. 
b.	Job qualifications. 
4.	The minimum acceptable standards for the 
job refers to: 
a. Expected performance results. 

Study Plan to Detect Training 
Needs 
Personnel Needs Analysis 
1.	Employee performance deficiencies can 
be identified by comparing: 
a.	Real performance against the 
minimum acceptable standards. 
b.	Evaluation results of employee 
skills against the required levels of 
each skill. 
2.	Self assessment can be a technique to 
obtain: 
a.	Information for personnel needs 
analysis. 
3. Self-assessment helps to identify: 
a.	Training needs for 
present jobs. 
b.	Training needs for 
future jobs. 

Diagnosis Techniques 
1. A technique is: 
a.	A group of processes and 
resources necessary to achieve 
goals. 
2.	Diagnosis techniques are used to 
identify: 
a.	The types oftraining needs ofthe 
organization. 
b.	The level of training employees 
need. 
3.	Effective diagnosis requires up dated 
written information on employee 
performance. 
4. Basic types ofwritten information: 
a.	Statistics. 
b.	Archives. 
c.	Reports. 
5. The use of written information helps to: 
a.	Understand different purposes and 
objectives. 
b.	Identify present situations of 
employee performance. 
6. Purposes of diagnosis techniques: 
a.	To identify deficiencies in tasks or 
processes. 
b.	To identify characteristics of 
performance deficiencies. 

Diagnosis Techniques 
1. Different diagnosis techniques are: 
a.	Questionnaires from management 
office. 
b.	Conversations with 
supervisors. 
c.	Observation. 
d.	Group discussions. 
e.	Informal conversations. 
f.	Ability inventory. 
g.	Brainstorming. 
h.	Simulation. 
2. Diagnosis techniques: 
a.	Are use fui to obtain possible needs 
of the organization. 
3.	Elements to select a diagnosis 
technique: 
a.	The objective ofthe investigation. 
b.	The viability and reliability of each 
technique. 
c.	The cost and the benefit of each 
technique. 

Analysis Instruments 

1. 	Training evaluation: 	
	a. 	Is a complex task. 	
	b. 	Determines what the training 	
		program accomplishes. 	
	c. 	Is influenced by training 	
		characteristics. 	
	d. 	Is influenced by individual 	
		characteristics of trainers and 	
		trainees. 	
2. 	Principal steps for evaluation 	
	procedures: 	
	a. 	To design a questionnaire based on 	
		program design information. 	
	b. 	To design an instrument to tabulate 	
		responses. 	
	c. 	To obtain anonymous honest 	
		opmions. 	
	d. 	To provide space for open 	
		answers. 	
	e. 	To test the questionnaire on a 	
		sample. 	
	f. 	To determine the time to complete 	
		questionnaires. 	
3. 	Training evaluation principles: 	
a.	It must constitute a component of 
the total training programo 
b.	It must be implemented several 
times. 
c.	It must follow the most rigorous 
design possible. 

Analysis Instruments 
l.	Training evaluation focuses 
on: 

a. 	Reaction. 	
b. 	Leaming. 	
c. 	Behavior. 	
d. 	Results. 	
2. Trainee reaction: 
a.	Is a critical factor for 
continuance oftraining 
programs. 
3.	Receptivity to training 
programs: 
a.	Provides a good atmosphere for 
leaming. 
4.	Leaming evaluation focuses on 
measunng: 
a.	Training principies. 
b.	Training facts. 
c.	Training techniques. 
d.	Training attitudes. 
5.	Behavior measurement refers to real job 
performance. 
6. Training results refer to: 
a.	Training program impact on 
organizational objectives.