Training Needs Analysis: Steps, Example and Template
What a training needs analysis is, its 3 levels, 7 steps, a free TNA template, questions to ask and what goes in the report. Written for L&D teams.
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Training needs analysis in short
A training needs analysis (TNA) finds the gap between the performance a job requires and what people deliver today, works out why the gap exists, and decides whether training will close it. It looks at three levels (organization, job, individual) and ends with a report: who needs which training, and which gaps need a non-training fix.
What is a training needs analysis?
A training needs analysis is a structured way to answer two questions before you spend money on training: what do people need to do, and why aren't they doing it now? The US Office of Personnel Management (OPM) defines a needs assessment as "the process of identifying the 'gap' between performance required and current performance", including the causes of that gap and the ways to close it.
The output is not a course. It is a decision: which gaps training can close, who needs it, what it must cover and how you will know it worked. Some gaps turn out to need a clearer process, a better tool or a change in incentives instead.
Training needs analysis vs training needs assessment
You will see both terms, often used for the same thing. When teams separate them, the split usually looks like this (the CDC uses this order: a needs assessment first, then a training needs analysis only if training is needed):
| Aspect | Training needs assessment | Training needs analysis |
|---|---|---|
| Main question | Is there a performance gap, and is training part of the answer? | If training is needed: who, what, when and where? |
| Typical inputs | Business goals, performance data, interviews, surveys | Task lists, learner profiles, existing courses, content sources |
| Output | A confirmed gap and its causes | Training goals, audience, content scope and format |
| Who uses it | Leaders and sponsors deciding whether to act | L&D and the team that designs and builds the training |
In practice, most organizations run both as one project and call it a TNA. That is what this guide does.
Why do a training needs analysis?
A TNA stops you from building training that nobody needed, or training that cannot fix the real problem. OPM lists three benefits of a needs assessment tied to the organization's mission: it helps eliminate redundant training, substantially reduce unnecessary training spend, and show managers which performance needs training can meet and which need other strategies.
The main benefits and advantages of a training needs analysis:
- Less wasted spend. You fund the gaps that affect results, not the loudest requests.
- Training that targets real tasks. Content is built around what people must do on the job, not around everything a subject matter expert (SME) knows.
- Honest answers when training is not the fix. OPM puts it plainly: "Sometimes training is not the best solution, and it is virtually never the only solution."
- A baseline for measuring results. The gap you measure at the start is the number you compare against later.
- A defensible plan. Leaders can see why each program exists and what it should change.
For US federal agencies it is a rule, not an option. Under 5 CFR 410.201(d)(4), agency heads must "assess periodically, but not less often than annually, the overall agency talent management program to identify training needs within the agency".
When is a training needs analysis conducted?
A training needs analysis is conducted when a gap appears, or is about to appear, between what the business needs and what people can do. Common triggers:
A key result is slipping: errors, complaints, safety incidents, lost deals, failed audits.
A new system, product or process is about to launch.
A new regulation or policy changes what people must do.
Roles change after a restructure, merger or new strategy.
New hires take too long to reach full performance.
Someone asks for "a course on X". The TNA checks whether a course is the right answer before you build it.
The annual training plan and budget are being set.
What are the 3 levels of training needs analysis?
The 3 levels of training needs analysis are organizational, occupational (also called job or task level) and individual. OPM describes all three: the organization level looks at what skills the whole agency needs, the occupational level at the skills needed by affected job groups, and the individual level at how well each person is doing the job and who needs which training.
| Level | Question it answers | Useful data | What you get |
|---|---|---|---|
| Organizational | Where is the business heading, and which capabilities does that need? | Strategy and business plans, workforce plans, leadership interviews, HR metrics | Priority capability areas and the training budget focus |
| Occupational (job or task) | What must people in this role do, to what standard? | Job descriptions, task lists, SME interviews, observation, procedures | Critical tasks and the knowledge, skills and abilities (KSAs) behind them |
| Individual | Who can already do it, and who can't? | Performance reviews, assessments, manager input, LMS and quiz data | Named groups or people with specific gaps |
You do not always need all three. A request about one team's errors may only need the job and individual levels. An annual plan starts at the organizational level and works down.
How to conduct a training needs analysis in 7 steps
To conduct a training needs analysis, start from a business result, define what good performance looks like, measure current performance, find the cause of each gap, and only then choose training for the gaps that training can close. These seven steps combine the processes published by OPM and the CDC.
- 01
Start with the business result and the gap
Write the result that is not happening, in numbers if you can ("first-time-right orders at 88%, target 95%"). Focus on the current situation, not on solutions yet.
Output: a one-line problem statement and a target.
- 02
Set the scope and bring in stakeholders
Decide which teams, roles and locations are in scope. Name the sponsor who will act on the results, and the managers, SMEs and employees you need to hear from.
Output: scope, stakeholder list, timeline.
- 03
Define what good performance looks like
List the critical tasks and behaviors for each role in scope, and the knowledge, skills and abilities behind them. Use job descriptions, procedures and SME interviews, and rate each task for importance.
Output: a task and KSA list per role.
- 04
Measure current performance
Collect evidence of how people perform each task today: existing data first (KPIs, quality and audit results, LMS reports), then surveys, interviews, observation or skills tests to fill the holes. Pilot any new survey with a few people first.
Output: a current proficiency rating per task.
- 05
Find the cause of each gap
For every important task with a gap, ask why. Is it missing knowledge or skill, or unclear expectations, poor tools, a broken process, or incentives that reward the wrong thing? Use the cause table below.
Output: each gap tagged "training" or "non-training", with the reason.
- 06
Prioritize and choose solutions
Rank training gaps by business impact and by how many people they affect. For each, pick a format that fits the task and the learners: eLearning, a software simulation, microlearning, a job aid, coaching, instructor-led sessions or a blend. Note learner details that shape the design: languages, devices, location, reading level and accessibility needs.
Output: a prioritized training plan, plus the non-training fixes for their owners.
- 07
Report, agree and set success measures
Write up the findings, get the sponsor's sign-off, and agree how you will measure success, for example with the four Kirkpatrick levels (reaction, learning, behavior, results). This is also the baseline for calculating training ROI later.
Output: the TNA report and an evaluation plan.
In the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the TNA is the core of the Analysis phase. Everything later in the project depends on getting it right.
Is it a training problem? Match the cause to the fix
Training closes gaps in knowledge and skill. It cannot fix a missing tool, a confusing process or a target that rewards the wrong behavior. OPM names other management solutions, such as communicating expectations, providing a supportive work environment and checking job fit. The CDC adds policy, technology, organization and standard operating procedure changes.
| Cause of the gap | Signs you will see | Likely fix |
|---|---|---|
| Missing knowledge or skill | People cannot do the task even when asked and given time; new hires struggle most | Training, practice, simulation, coaching |
| Unclear expectations | People do the task "their way"; managers disagree on the standard | Communicate the standard, checklists, manager briefings |
| Missing or poor tools and information | Workarounds, errors at the same step, time lost searching | Fix the system or the data; add a job aid |
| Process problems | Skilled people still fail; errors cluster around hand-offs | Redesign the process, then train on the new one |
| Conflicting incentives | People know the right way but targets reward speed over quality | Change targets or recognition |
| Job fit | A few people struggle on every task despite support | Selection, role change, individual development plan |
| Rare tasks | People knew how once but forget; the task happens a few times a year | Job aids, refresher microlearning before the task |
A quick test: if people could do the task correctly with their job on the line, it is rarely a knowledge or skill gap. Look at the environment first.
Which data collection methods should you use?
Use existing data first, then add the fewest new methods that fill the gaps in your evidence. Most good TNAs combine one source of numbers (performance data, assessments) with one source of reasons (interviews, focus groups, observation). The CDC lists existing data review, interviews, surveys and focus groups as the main options.
| Method | Best for | Watch out for |
|---|---|---|
| Existing data review (KPIs, quality, audit and incident reports, LMS completions and scores) | Seeing where results fall short, at no extra cost to staff | Data shows what is wrong, rarely why |
| Surveys and questionnaires | Large or spread-out groups; self-rated skills and confidence | People overrate or underrate themselves; keep it short and test it first |
| Interviews (sponsor, managers, top performers) | Causes, context and what "good" looks like | Time-consuming; managers may describe the job as it should be, not as it is |
| Focus groups | Shared problems across a team, after a change | Louder voices dominate; use a neutral facilitator |
| Observation | Hands-on, frontline and safety tasks | People act differently when watched; observe more than once |
| Skills assessments and tests | Measuring the real level for technical or regulated tasks | Must test the task, not trivia |
| Document and task analysis (job descriptions, procedures, SOPs) | Building the list of tasks and standards | Documents are often out of date; confirm with SMEs |
Training needs analysis template (free to copy)
The simplest useful TNA template rates each task twice: how important it is to the job, and how well people do it today. The difference is the gap. Add the cause and the fix, and you have a working plan. Copy the table below into Excel or Google Sheets, one row per task.
| Role | Task or skill | Importance (1 to 5) | Current proficiency (1 to 5) | Gap (importance minus proficiency) | Evidence | Cause | Training? (Y/N) | Fix or training format | Priority (H/M/L) | Success measure |
|---|---|---|---|---|---|---|---|---|---|---|
| Your role | ||||||||||
| Your role | ||||||||||
| Your role |
How to fill it in
- Rate importance with managers and SMEs; rate proficiency from evidence, not opinion alone.
- Treat a gap of 2 or more on an important task as a candidate for action (adjust the threshold to your data).
- The "Cause" column decides the "Training?" column. A gap with a non-training cause goes to its owner, not to L&D.
- Write the success measure in the same terms as step 1 (the business result), not "course completed".
Filled example (illustrative, not client data): a customer service team after a new order system launch.
| Role | Task or skill | Importance | Current | Gap | Evidence | Cause | Training? | Fix or format | Priority | Success measure |
|---|---|---|---|---|---|---|---|---|---|---|
| Service agent | Enter a multi-item order in the new system | 5 | 2 | 3 | Error reports, observation | Skill: new screens | Y | Software simulation (show-me, try-me) | H | First-time-right orders up to target |
| Service agent | Apply the returns policy | 4 | 3 | 1 | QA call scores | Policy unclear between sites | N | Clarify policy, one-page job aid | M | Policy escalations down |
| Service agent | Handle an angry caller | 4 | 2 | 2 | QA scores, complaints | Skill: no practice | Y | Branching scenario practice | H | Complaint rate down |
| Team lead | Coach agents on QA results | 4 | 2 | 2 | Manager interviews | Skill plus no time set aside | Y + N | Coaching workshop, protected coaching time | M | QA scores trend up |
Employee training needs analysis form
For individual-level TNAs, give each employee and their manager the same short form and compare the answers:
- Name, role, team, time in role.
- The 5 to 8 most important tasks in your role (pre-filled from the job-level analysis).
- For each task: how important is it to your job (1 to 5)? How well can you do it today (1 to 5)?
- Which task causes you the most trouble, and why?
- What would help most: training, a tool, clearer instructions, more practice, something else?
- How do you prefer to learn (online, in person, on the job), and when can you make time?
- Any access needs (language, device, accessibility)?
What is the Hennessy-Hicks training needs analysis questionnaire?
The Hennessy-Hicks TNA questionnaire is a validated tool from healthcare that uses the same two-rating idea. It has a demographics section, an open question and a 30-item questionnaire in five sub-sections (research and audit, administrative and technical, communication and teamwork, management and supervisory, clinical). Respondents rate each item on a seven-point scale for how critical the task is to their job and how well they perform it now; subtracting the second score from the first gives a "Training Needs Index". A 2021 review in BMC Medical Education describes it as one of the most widely used validated TNA tools and says it is endorsed by the World Health Organization. Its questionnaire and manual are published under a non-commercial Creative Commons license. The items are written for health professionals, so other industries usually borrow the method, not the questions.
Training needs analysis questions to ask
Good questions move from results to tasks to causes. Use these as a starting bank and keep only the ones your TNA needs.
Sponsor and senior leaders
- Which business result needs to change, and by how much?
- What happens if nothing changes in the next 12 months?
- Which roles have the biggest effect on that result?
- What changes are coming (systems, products, regulations, structure)?
- How will you judge whether this was worth the investment?
Managers and team leads
- What does excellent performance look like in this role? What does poor performance look like?
- Where do mistakes or delays happen most often?
- Can people do the task when they have time and support? If yes, what stops them on a normal day?
- What do your best performers do differently?
- What training has the team had, and what changed afterward?
Employees
- Which parts of your job are hardest, and why?
- Where do you look for help when you get stuck?
- Which tools or processes slow you down?
- Which skills will you need in the next year that you don't have now?
- How and when do you prefer to learn?
Subject matter experts and L&D
- Which tasks are critical, frequent or risky?
- What are the most common errors, and what causes them?
- Which existing materials are accurate and still in use?
- What must people memorize, and what can they look up?
- Which data (LMS, quality, audit) can we use as a baseline?
What goes in a training needs analysis report?
A training needs analysis report should let a busy sponsor decide in minutes and give the training team everything it needs to design. The CDC lists the core contents: the goal and background, the questions the assessment answered, the methods, a summary of findings and the recommendations, including how to develop the training, the technical topics, the primary audience and the learning methods.
- 01
One-page summary
The problem, the top 3 to 5 gaps, the recommended actions and the decision you need.
- 02
Background and goal
The business result, scope and sponsor.
- 03
Questions and methods
What you asked, who you asked, which data you used.
- 04
Findings by level
Organizational, job and individual gaps, with evidence.
- 05
Causes
Training gaps and non-training gaps, with owners for each.
- 06
Recommendations
Priorities, audience, content scope, format, languages and timing.
- 07
Success measures and baseline
What you will measure, when, and the starting numbers.
- 08
Appendix
The completed template, survey results, interview notes (anonymized).
Training needs analysis example
Here is how a needs analysis changes what gets built.
Insurance
A needs analysis that turned 40 hours of SME slides into a 6-hour role-based curriculum
- Client
- A US insurance company's claims department, 600 adjusters.
- What we did
- SME interviews and job-task analysis
- Action-mapped learning objectives
- A design document and storyboards for 9 modules
- Built by the client's in-house team
- Result
- Time to competency for new adjusters down from 14 weeks to 10.
"We asked for more training and got a better question first. The needs analysis showed us what our adjusters really needed, half the slides became job aids, and our own team could build the courses from IKHYA's storyboards."
The lesson applies to most TNAs: the analysis decides what to leave out as much as what to build.
From needs analysis to training: what happens next
Once the report is signed off, the TNA becomes the brief for design. The training team turns each prioritized gap into learning objectives, picks the format and builds the course. If you are building a wider program, our guide on how to develop a training program covers the steps after the analysis, and the eLearning content development guide explains how a course moves from storyboard to finished build.
If you want help turning the findings into courses, see IKHYA's instructional design services. If you need help deciding what to build, or how training fits a wider learning strategy, see our eLearning consulting page. If the TNA shows that tracking or access is part of the problem, LMS implementation covers selecting, setting up and migrating a learning platform.
A good TNA gives an eLearning team what it needs to quote and design accurately:
- The tasks to train and the standard for each
- The audience: roles, numbers, languages, devices and access needs
- Existing content and the SMEs who will review it
- The LMS the course must run in and the data you want to track
- The success measures agreed with the sponsor
Common mistakes to avoid
Starting with the solution.
"We need a course on X" skips the question of whether a course will help.
Asking only employees what training they want.
Wish lists tell you about preferences, not gaps. Combine them with performance evidence.
No business result.
Without a measurable target, nobody can say later whether the training worked.
Ignoring non-training causes.
Training people to work around a broken process wastes the budget and the learners' time.
Collecting more data than you can use.
Every survey question should feed a decision.
Treating everyone the same.
New hires, experienced staff and managers usually have different gaps.
Running it once.
Roles, systems and rules change; revisit the analysis when they do, and at least at each annual planning cycle.
Need this built for your team?
Send us your TNA findings, or the problem you are trying to solve.
Training needs analysis FAQ
In HR, a training needs analysis is the process of comparing the skills a role requires with the skills employees have, finding the cause of each gap and deciding which gaps training should close. It feeds the training plan and budget.
The terms are often used for the same thing. When they are separated, the assessment confirms that a performance gap exists and whether training is part of the answer, and the analysis defines who needs which training.
Organizational, occupational (job or task) and individual.
Revisit it when roles, systems, regulations or results change, and at least at each annual planning cycle. US federal agencies must assess their talent management program to identify training needs at least annually under 5 CFR 410.201.
It depends on the scope: how many roles and locations are in scope, how much usable data already exists, and how many interviews, surveys or observations you need. A single-role analysis built on good existing data is much faster than an organization-wide one that needs new surveys.
Yes. This page has a copyable template and an employee form.
Run it yourselves when the problem is narrow and you have access to the people and data. Outside help is useful when the problem crosses teams, when internal politics make honest answers hard, or when you plan to outsource the build and want the analysis and design joined up.
You should at least know the business result, the audience and the tasks to train before you ask for quotes. Without them, vendors quote on guesswork and you risk paying for content nobody needs.
Yes. IKHYA designs and builds custom eLearning, from instructional design to finished courses in tools such as Articulate Storyline 360, Articulate Rise 360 and Adobe Captivate, delivered as SCORM 1.2, SCORM 2004, xAPI or HTML5.
