concept and methodology paper for pilot training...

2

Loan / Credit No. 3846

NATIONAL HIGHWAY AUTHORITY

HUMAN RESOURCE DEVELOPMENT

Award of Consultancy Contract for Human Resource Development (HRD)

Under World Bank Assisted NHIP (HRP)

CONCEPT AND METHODOLOGY PAPER

FOR PILOT TRAINING NEED ASSESSMENT Final

August 2010

(J 40252326)

GHK Consulting Ltd., Clerkenwell House, 67 Clerkenwell Road, London,

EC1R 5BL, UK

2


NATIONAL HIGHWAY AUTHORITY

HUMAN RESOURCE DEVELOPMENT



CONCEPT AND METHODOLOGY PAPER

FOR PILOT TRAINING NEED ASSESSMENT Final

August 2010

(J 40252326)

GHK Consulting Ltd.,

Clerkenwell House, 67 Clerkenwell Road, London,

EC1R 5BL, UK

Training Need Assessment Concept & Methodology Paper

NHA Human Resource Development

Table of Contents

GHK Consulting Limited

J 40252326

Page i

TABLE OF CONTENTS

1.0 INTRODUCTION 01

1.1 General Overview 01

1.2 Benefits of Training Needs Assessment (TNA) 03

2.0 APPROACH OF TRAINING NEEDS ASSESSMENT (TNA) 09

2.1 Areas for Training Needs Assessment (TNA) 10

3.0 METHODOLOGY 17

3.1 Team Composition and Training 17

3.2 Pre-Testing Questionnaire 17

3.3 Database Design & Development 17

3.4 Focus Group Sessions and Sample Size 17

3.5 Meeting Structure 18

3.6 Implementation Schedule 20

27

LIST OF TABLES

Table 2-1 Required data types 10

Table 2-2 Job families in NHA 10

Table 2-3 Professional job roles in NHA 11

Table 3-1 Sample size and session details 18

Table 3-2 Work plan 20

Table 3-3 Focus group meeting schedule 21

List of Figures

Figure 1-1 Training cycle 02

Figure 2-1 TNA approach 09

Figure 2-2 Knowledge, skills & attitude (KSA) analysis 12

Figure 3-1 Focus group meeting structure 27

Annexure

Annex A3-1 Training Needs Assessment (TNA) Toolkit 32


National Highway Authority

Human Resource Development



SECTION 1

INTRODUCTION

(J 40252326)


Clerkenwell House, 67 Clerkenwell Road, London, EC1R 5BL, UK

TNA Concept and Methodology Paper


Section 1

Introduction


J 40252326

Page 1

1.0 INTRODUCTION

1.1 General Overview

Training and development is the process of acquiring and developing knowledge, skills,

capabilities, behaviours and attitudes through training or developmental experiences. It is

concerned with ensuring that the NHA as an organisation has the knowledgeable, skilled,

engaged and committed workforce it needs.

Training is ‘an instructor-led and content-based intervention leading to desired changes in

behaviour’, and which, unless it is ‘on-the-job’ training, involves time away from the

workplace in a classroom or equivalent. On the other hand ‘development’ is usually used in a

wider context than ‘training’. It tends to refer to a longer process of learning, acquiring skills

or knowledge that may include a number of elements such as training, coaching, formal and

informal interventions, education or planned experience

Training Needs Assessment (TNA) involves gathering information about employees to

identify any performance gaps between actual and desired knowledge, skills and abilities. The

process can help the NHA to achieve its goals and improving the knowledge, skills and

abilities of staff will improve overall organisational performance.

The TNA is preliminary process that ensures that training is grounded in the needs of the

organisation and involves collecting information on job roles and combining it with any other

organisational tools, such as performance management. This tells us what someone needs to

be able to do to perform their role now, and if all job roles are analysed, effective workforce

planning can use the data to place people in the most suitable positions.

The ‘systematic training cycle’ is developed to help NHA move away from ad hoc non-

evaluated training, and replaces it with an orderly sequence of training activities. The cycle is

set within an external environment and within an NHA business strategy and Human

Resource Development (HRD) objectives.

The concept training cycle is presented in figure 1-1 and is made up of six parts, or phases.

1. Business needs

2. Identifying training needs

3. Specifying training needs

4. Translating training needs into action

5. Planning the training

6. Evaluate the training

1.1.1 Business needs

First stage of the training wheel is concerned about the identification of NHA business needs.

Business needs will be the foundation on which Training Need Assessment can then be

carried out. This will ensure that proposed training and development activities will directly

contribute to the NHA’s Mission, and organisational strategy.

The accurate identification of training and development is crucial for the success of this

activity and future of NHA. The starting point of this identification must be based on the

NHA’s business requirements.



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Introduction


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Page 2

Figure 1-1: Training Cycle - Concept diagram

1.1.2 Identifying Training Needs

This stage of training cycle finds out if there is, or identifies, a training need. If a need is

identified, it is at this stage that NHA can decide who needs training (target audience), in

what and intended impact success criteria of the training. This stage will help NHA identify

training needs to consider why the training is required and its expected outcome and impact.

This step is further broken down and explained in details in figure 2-1. Knowledge, skills and

attitude (KSA) analysis are further explained in figure 2-2.

1.1.3 Specifying Training Needs

When a gap has been identified, the development required needs to be phrased in terms of a

learning objective, before the next stage of the cycle can be undertaken. At this stage NHA

can analyse business objectives which specify the required outcomes and create a series of

learning objectives. It can specify what the learner should learn from the learning event to

achieve the NHA business objectives. Learning objectives could be established through the

consultation within NHA.

1.1.4 Translating Training Needs Into Action

This involved determining the most suitable training medium for learning to take place, given

the benefit and constraints of each option. At this stage NHA can develop an action plan for

developing and implementing training program, taking into account the practical planning

issues.

HOW?

Review existing job description

Required KSA

KSA gap analysis

Surveys, focus group meeting

Performance appraisal systems

Management information systems

HOW?

Collecting, analyzing

and presenting data

for

reaction level

immediate level

intermediate level

ultimate level

cost/benefit options

HOW?

Systematic environment scan

HOW?

Deciding on formal or informal training

Preparing a training specification

Identify possible training provider

Guidelines for the selecting training provider

HOW?

Qualitative and quantitative analysis

Analyzing the performance gap

HOW?

Training and development

implementation schedule

Training and non-training

solutions

What are

The NHA

business

needs?What are

the performance

needs?

Which are best

met by training?

Is the training

effective in

meeting business

needs?

Developmentand Delivery

What is the

training plan?

What precisely

is the performance

gap?What

are the

training

decisions?



Section 1

Introduction


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Page 3

It could also consider different external training providers which can conduct proposed

trainings for the NHA. A selection criterion could be developed for the selection of the

training providers accompanied with recommendations. Recommendations can be based on

preference of target audiences, business imperatives, facilities of training already in use, and

availability of training budget.

1.1.5 Planning the Training

The planning and design of learning will be influenced by the learning objectives and also by

the NHA’s HRD strategy. The NHA can develop an accurate and detailed training plan based

on identified training priorities. An outline for management development program can also be

developed at this stage.

1.1.6 Evaluate the Training

The evaluation of training is as critical as provision of training. A systematic approach to

evaluate the training is the only way to determine whether the training event met its objective

or not. At this stage the training will be evaluated for its effectiveness from both the

individual and organisational point of view. An evaluation method could be developed or

prescribed, for monitoring and evaluation of training and its benefit, that specifically serve the

NHA requirement. This will also serve NHA to assess the effectiveness the training with a

view to improving the program in future.

1.2 Benefits of Training Needs Assessment (TNA)

Developing a comprehensive methodology for the assessment of training needs will be an

ongoing benefit to the NHA. In the short term, the TNA exercise will highlight areas of

obvious and critical skill shortages.

In the medium term, the TNA will provide a comprehensive list of the knowledge skills and

abilities needed for each job role. This can be used to inform selection decisions ensuring that

the most suitably qualified and skilled people are recruited. Equally the development of

training and non-training development packages which are linked to the skill needs of

individual roles will improve the skills of existing staff.

In the longer term, the role the application of the TNA will ensure that the NHA skills profile

reflects changing business needs and is clearly linked to corporate strategy. For example the

introduction of the Roads Asset Management Division illustrates a changing focus from pure

construction to an increasingly asset management based approach requiring a different set of

skill. Equally the increasing importance placed by International Financial Institutions on

environmental and social safeguarding will mean a corresponding increase in demands for

these skills within the NHA.

Regular, perhaps bi-annual application of the TNA across the whole organisation or in

selected wings will provide objective data on the changing skills profile which will be needed

to complete new functions and roles.

1.2.1 Overall NHA Perspective

Training Needs Assessment (TNA) presents opportunities and advantages for NHA as an

organisation. It can;

Ensures that there is a good alignment between employees and their current and potential

future roles



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Introduction


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May help to identify and create future leaders for NHA, thereby supporting talent

management and reducing future recruitment and selection costs

May improve the ability to respond to change more quickly and flexibly

May lead to increased efficiency and improved quality levels

May be a source of competitive advantage – this is partly why ‘training’ alone which

looks at meeting present needs is accepted as being insufficient to meet future needs

Possible impact on customer and shareholder satisfaction

Higher employee retention – however, if investing heavily in employees, for example

paying for them to complete university degrees, NHA may wish to consider how it will

retain them upon completion of their studies

NHA can gain/enhance a reputation for being a good employer

1.2.2 Employees Perspective

Training Needs Assessment (TNA) presents opportunities and advantages for employees

including;

Helps employees to achieve a more strategic outlook when they have to consider how

their performance (and training and development) is crucial to the organisation in

achieving its targets

May encourage employees to work together, improving teamwork – especially if they are

learning together

May reduce the need for supervision, which provides team members with more autonomy

Help employees to;

Achieve personal goals by participating in appropriate training and development

interventions

Achieve career goals, for example if specific qualifications are needed to apply for

promoted posts (or different career paths)

Increase commitment to the NHA because it is demonstrating that it is prepared to

invest in you and provide appropriate support to help you develop

Provides new challenges, either extending current role or helping employees to look

in new directions and consider options

There are also specific benefits for employees if they engage in appropriate training and

development interventions:

They may be more productive, which could lead to bonuses (if linked to

performance)

They may make fewer mistakes within their job role

The opportunity to learn new things can be motivating

May lead to job enrichment in terms of responsibilities – reducing the need for some

of the repetitive tasks

Developing transferable skills

Can support their career progression (hopefully within this organisation).

1.2.3 Management Perspective

Training Needs Assessment (TNA) also presents opportunities and advantages for NHA

management. It helps management to;

Learn new skills to carry out role efficiently and manage team members to the best of

their ability

Improve management skills



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Introduction


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Improve job performance through using the most effective techniques and minimise

quality problems

Improve confidence in their ability to carry out their role

Maintain/improve motivation in their current role by having the opportunity to review and

develop their knowledge and skills

May help to develop transferable skills

May support in achieving a positive work–life balance if they are working in the most

efficient way, using technology and equipment to their best advantage.

Loan/ Credit No. 3846





SECTION 2

APPROACH OF TRAINING NEEDS

ASSESSMENT (TNA)

(J 40252326)


Clerkenwell House, 67 Clerkenwell Road,

London, EC1R 5BL, UK



Section 2

TNA Approach


J 40252326

Page 9

2.0 APPROACH OF TRAINING NEEDS ASSESSMENT (TNA)

Training needs assessment (TNA) can be seen as a health check on the skills, talent and

capabilities of the NHA. It is the systematic gathering of data to find out where there are gaps

in the existing skills, knowledge and attitudes of employees. It involves collecting data about

existing employees’ capabilities and the organisational demands for skills, and the analysis of

the implications for changes in capability of new and changed roles.

Training needs must be identified and addressed to ensure current business activities can be

carried out and future business challenges of NHA can be met. It should always flow from the

NHA’s vision and objective business strategy and its aim is the production of a plan allowing

the NHA to ensure there is sufficient capability to sustain business performance. A seven

step process has been designed to carry out the training needs in NHA, starting from the

understanding of organisation needs and at the implementation and evaluation of training

intervention. Each step is discussed in details in figure 2-1.

Figure 2-1: TNA Approach

Bu

ild

ing

Bu

sin

ess

Cas

eD

esig

n a

nd

Im

ple

men

tati

onW

ay F

orw

ard

NHA Mission, Objectives, Strategies, Business Plan 2020 and Priorities

Organisational Structure

Mission critical factors

Success factors

Performance Data/Indicators

Review Documents (Performance Reviews/Annual Reports)

STEP 1: Understand Organisation Context

Review existing job descriptions, role profiles with reference to NHA mission, objectives,

strategies, business plan 2020 and priorities

KSA required to perform the job

Required performance standards

STEP 2: Review and Establish Skills

STEP 3: Design and Methodology of Training Needs Assessment

Objective and Scope of the TNA

Develop Methodological Option (based on cost/result analysis

Assess advantages and disadvantages

Develop TNA Work Plan

Pilot Testing

STEP 4: Data Collection

Review documents (Performance Reviews, Annual Reports etc)

Questionnaire and Surveys

Focus group discussions

One-to-One interviews

Observe people at work (based on clear criteria)

STEP 5: Data Analysis, Feed Back and Report Writing

Qualitative and Quantitative analysis

Determine performance gaps, solutions and recommendations

Write report and presentation for the NHA

STEP 6: Training and Development Action Plan

Training and development implementation schedule

Training or Non-training solutions

Identify and develop possible training providers

Guidelines for the selection of training providers

STEP 7: Evaluation and Implementation

Organise and deliver training

Evaluate and recommend training effectiveness including pilot MDP

Monitoring and evaluation for enhancement



Section 2

TNA Approach


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In deciding what types of data need collecting helps to rule out those which won't be

or aren't likely to be relevant. Relevance is essentially a question of looking at why

the TNA is being undertaken in the first place, the range of job holders involved and

the number of people included. If there is change, this may include an examination of

other groups of employees who may be impacted directly or indirectly. The following

table 2-1 identified types of data that would be potentially useful and needs to be

collected.

Table 2-1: Required Data Types

Sr.

No. Type of data What to include

1 NHA Business objectives What is required in terms of outputs, levels of customer service, interactions with

other parts of the organisation, etc? How these are measured? What is going to change?

2 Technology and organisation of

work

How jobs are done now in terms of organisation and resources available. What

technologies do people use, and how this might change? Changes may also be planned in terms of numbers of employee to carry out the targeted performance or

in terms of the way they are supervised or managed.

3 Employee demographics and

status

Who is currently employed in the area of consideration? Whether numbers are

increasing or decreasing, who is joining and leaving? What categories of

employees are included? Whether employees are regular, deputation, contract or temporary?

4 Education / qualifications Basic educational, vocational or academic qualifications, which can be linked to assumptions about employee’s expectations of learning provision, cognitive or

thinking abilities, as well as current level of skills and knowledge.

5 Past experience Previous knowledge, skills and behaviours that have been expected in the past and are required currently, linked to the NHA’s objectives. Experience of past training

interventions.

6 Job roles / responsibilities Current responsibilities and the implications of planned changes on roles.

7 Current competence Current performance levels of individuals and teams and any areas where

competence needs to increase, to be measured against both current and changed roles.

8 Location Any issues of geographical dispersion and access to training provision.

9 Employee attitudes and culture How employees feel about change and whether this will affect their willingness to

learn and acquire new skills. Whether the NHA wants to change attitudes, for

example in the way customers are treated, or to focus on particular performance standards.

2.1 Areas for Training Needs Assessment

The Training Needs Assessment (TNA) is planned at the job role level. There are 21 job

families and 130 professional job roles identified in five wings of NHA. Job families consist

of jobs which are related through the activities carried out and the basic knowledge and skills

required, but the levels of responsibility, knowledge, skill or competence levels required

differ. The NHA specific job families include planning, construction, operations, finance,

administration etc. The detailed list is mentioned in table 2-2.

Table 2-2: Job Families in NHA

Sr.

No. Operations Administration Construction Planning

Finance and

Audit

1 Operation Establishment Construction Planning Finance

2 Road Asset Management Services (RAMS)

Admin Motorways Design Budget and Accounts

3 Operations Management Coordination Aided Projects Procurement & Contract

Administration

Audit

4 Highway Safety Legal IT

5 Aided Rehabilitation

6 Revenue

7 Business Promotion



Section 2

TNA Approach


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Page 11

The job roles in each family are defined by reference to the key activities carried out and the

knowledge, skills or competences required performing them effectively. The detailed list of

job roles is included in table 2-3. The total job roles which will be assessed under this

exercise are 103 in 17 job families. Job roles of administration wing are not required by the

Term of References (ToRs) of this assignment.

Table 2-3: Professional Job Roles in NHA

Sr.

No. Operations Administration Planning Finance (& Audit) Construction

1 Member Operations Member

Administration

Member Planning Member Finance Member Construction

2 General Manager (GM) Inspection

General Manager (GM) Administration

GM Planning General Manager Finance

Member Aided Projects

3 GM Operations /RAMD GM Establishment GM Planning &

Contract Administration

(P&CA)

GM Budget &

Accounts

GM Construction

4 GM Regional Offices and Motorways

GM Coordination/Legal

GM Design Director Finance GM KKH

5 GM Environment,

Afforstation, Land, Social

Director Recruitment

and Regulation

GM BOT Director Revenue &

Disbursement

GM NEP

6 Director Maintenance Director Personnel Director Planning Director (Revenue &

Record)

GM ADB Head

Quarter

7 Director Road Asset Management Services

Director Establishment Director P&CA Director Aided Project GM Sehwan Ratodero

8 Director Revenue Director Legal Director Material Director GoP

Accounts

GM ADB Regional

9 Director Operations

Management Unit

DD Recruitment Director Survey Director GoP Budget GM ADB

10 Project Director DD Administration Director Design DD Finance GM NHIP

11 DD Maintenance DD Personnel Director BOT DD Disbursement GM M4

12 DD Services DD Training Transport Economist DD Revenue Director Construction

13 DD Operations Weigh Station

DD Confidential DD P&CA DD Aided Project Director Programmes

14 DD Accounts DD Sports DD Design DD GoP Accounts DD Construction

15 DD Administration DD Welfare AD Planning DD GoP Budget AD Construction

16 DD Revenue DD Public Relation AD P&CA DD Establishment Project Coordinator

NHIP

17 DD Public Relations DD Coordination AD Motorways AD Finance

18 DD Operations Electronic

Toll & Traffic

Management (ETTM)

AD Recruitment AD Geographic

Information System

AD CP Fund

19 DD Technical AD Computer

Programme and

Record

AD Sindh Package AD Revenue and

Disbursement

20 DD Policy & Regulations AD Personnel AD Structures AD Revenue &

Record

21 DD Surveys AD Confidential AD Multan-Package AD Aided Project

22 DD System Analyst AD Transport AD Design AD GoP Accounts

23 DD Structures AD General Services AD Highways AD GoP Budget

24 DD Monitoring AD Store AD Highway

Information System

AD Establishment

25 AD Computer Programme AD Welfare AD BOT Financial / IT Analyst

26 AD Electrical AD Public Relation

27 AD Weigh Station AD Legal

28 AD Operations ETTM

29 AD Mechanical

30 AD R&F

31 AD Services

32 AD Maintenance /

Monitoring

33 AD Bridges

34 AD Public Relations

35 AD Surveys

36 AD Weigh Station

37 AD Accounts



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TNA Approach


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The breakdown of capabilities into ‘knowledge skills and attitude’ will be used for

analysing needs and ensuring that no requirements are missed (Figure 2-2). Knowing

what jobs will be done, now and in the future, is the first step. Then, for each job role of

employees will cover:

What capabilities will be required to carry out the job? (required KSA)

What capabilities do existing employees possess? (a formal skills analysis)

What are the gaps between existing capabilities and the new requirements? (the learning

specification).

Figure 2-2: Knowledge, Skills and Attitude (KSA) analysis

Job Role 2

Tasks 2

Essential SkillsEssential KnowledgeEssential Attitudes /

Abbilities

K 2K 1 K 3 S 2S 1 S 3 A 2A 1 A 3

Current SkillsCurrent Knowledge Current Attitudes

K 2K 1 K 3 S 2S 1 S 3 A 2A 1 A 3

Gaps in Current KSA and Future Needs

Establish and Priorities Training

Interventions

Focus groups & InterviewsQuestionnaire Surveys

Tasks 1 Tasks 3

Job Role 3Job Role 1

Job Family

Departmental Functions / Key Sector Activities

Technical - Highway Safety Design Model,

Modern trends in design and construction of

bridges, elevated structures and under passes,

Road and building safety and safety audit

Organizational - Work, Structure, Policies/

Procedures, Strategy

Market - Consumers, Competitors,

Suppliers, Partnerships

Political/Economic - Funding, Agencies,

Local & National Politics

Environmental - Legislations, Regulations,

Standards

Knowledge

Technical - Pedestrian Facility Design,

Bridge Construction & Maintenance,

Planning, design, construction and operation

of expressway, Planning, design and

Operation of junctions and Intersections

Intellectual - Cost Benefit Analysis, Verbal,

Numerical, Creative, Memory Reasoning

Sensory - Sight, Sound, Touch, Smell

Physical - Strength, Flexibility,

Coordination, Precision

Skills

Positive to Others - Work effectively as part

of a team, Self motivator, Establish and

maintain effective working relationships

Outgoing - Sociable, Active, Talkative

Open to Experience - Effectively adapt to

changing policies, procedures and technology

Conscientious - Hard Working, Result

Oriented, Establish multiple priorities and

conceive and manage own projects

Emotional Stability - Effectively handle

interpersonal interactions, maintain

confidentiality

Attitudes / Abilities

On-the-Job

Demonstration

Coaching

Mentoring

Job Rotation / Planned

Experience

Off-the-Job

Short Courses

Qualifications

Workshops

Discussion

Case study

Group Exercise

Outdoor learning

On or Off-the-Job

Job instruction

Demonstration

Assignments

Projects

Guided Reading

Ess

enti

al

KS

A t

o A

chie

ve

Mis

sion

Sk

ills

An

aly

sis

Lea

rnin

g S

pec

ific

ati

on

s



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TNA Approach


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Page 13

For example, in looking at the requirements for competence in a director road asset

manager services:

knowledge elements might cover the asset management specification, asset types and

groups, structure type, road type, surface material and base material, carriageway

characteristics, expected deterioration mechanisms and rates of deterioration

High levels of skill would be expected in developing road asset management plan, annual

maintenance plans, performance management framework, emergency response plan, life cycle

plans, asset valuation and depreciation, whole life costing and whole life value, asset

classification, network referencing, traffic flow forecast, asset inventory, structure age - age

profile, annual condition survey

Attitudinal requirements such as attention to detail, and drive or persistence, to

overcome obstacles and self motivator - keeps working with commitment and enthusiasm, even

in the face of difficulties see the project through.






SECTION 3

METHODOLOGY

(J 40252326)


Clerkenwell House, 67 Clerkenwell Road,

London, EC1R 5BL, UK



Section 3

Methodology


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Page 17

3.0 METHODOLOGY

The TNA methodology relies on qualitative information obtained from the staff through focus

group interviews. The focus group will comprise 6-12 homogeneous participants, all

representing a particular section of planning, construction, operation and finance wing of

NHA.

3.1 Team Composition and Training

A total of two teams will be used to undertake the TNA consisting of three members per

team, with two consultants and one departmental focal person / facilitator. The departmental

focal persons / facilitators will be given extensive training on the methodology, including

guidelines and classroom based sessions on how to initiate and conduct effective focus group

discussions. The training will be included role-play, with the team holding 'dummy' focus

group discussions within themselves and with the core team members/trainers before actually

going into the field.

By end of this exercise, these focal person / facilitators will have enough capacity to conduct

the subsequent needs assessment. They could also be used as MASTER TRAINERS to train

other employee within NHA to conduct the TNA. We proposed at this stage NHA should

identify 10 individual, 2 from each wing.

3.2 Pre-Testing Questionnaire

The TNA questionnaire will be piloted for clarity, completeness and practicality and also to

ensure that it generates the required information to meet the objectives. Similarly, the pilot

testing will also help to check the capacity of the teams to undertake this exercise within the

time-scales allotted and to the quality expected.

3.3 Database Design & Development

Training Needs Assessment (TNA) software will be developed for storing and analysing the

information. The development of TNA software will place NHA in a better position to plan

and conduct the development activities. The reports and charts of TNA software will help the

NHA to;

Improve quality of information available

View graphical survey results in real-time as soon as the information will be entered

Easily produce customized reports to suit NHA needs.

Analytical tools, Query/Filter & Export functions let NHA do more with the results.

Compare result in future

3.4 Focus Group Sessions and Sample Size

The Training Needs Assessment (TNA) meetings will be conducted in 1.5 hours – 2 hours

maximum for 18 groups comprising the professional staff of four wings (planning,

construction, operation and finance) of NHA. The professional staffs include engineers,

surveyors, planning and design specialist, financial and contract specialist, IT personnel, and

economists. The number of sessions per wing is shown in table 3-1. Table 3-1 also gives the

details of total strength in each wing as well as percentage of the total targeted.



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Methodology


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Assign relevance to proposed training with

reference to job role

and responsibility

Assign training level

from basic to advance

Identify top 10 priority trainings and assign

priority level for

implementation

Assign relevance of knowledge, skills and

attitude (KSA)

required to perform duties and

responsibilities from

high to not applicable

Identify competence

gap by rating KSA

from excellent to poor

Identification of principal duties and

responsibilities

Rating of principal

duties and responsibilities

according to their

level of importance

Views on NHA’s HRD strategy

Collect previous training record and

experience.

Identification of

learning style and

preferred method for future training

initiative

Table 3-1: Sample Size and Session Details

Sr. No. Wing No. of Sessions Total Strength Sample Size Percentage

1 Planning 3 49 24 48.9%

2 Construction 5 205 38 18.5%

3 Operations 8 175 65 37.1%

4 Finance 2 17 17 100%

Total 18 446 144 32.2%

The sample is drawn from a total population of 446 professionals directly involved in the

management of the NHA systems in the following areas; road asset management, aided

rehabilitation, revenue, operation and management, procurement and contract administration,

planning, design, finance, management information system, etc. Table 3-1 shows the

population sample along with their respective states and areas of work.

3.5 Meeting Structure

The focus group meeting will last about 1.5 hours with two hours being the absolute

maximum time and will be administered in 4 phases / sessions (Figure 3-1). TNA toolkit is

included in Annex A3-1.

Figure 3-1: Focus group meeting structure

3.6.1 Role Analysis

The role analysis section of TNA tool kit is designed to record the principal duties and

responsibilities and their ranking according to importance. The participants will be invited to

describe their principal duties and responsibilities (maximum 15) in the first column. The

departmental facilitator will help them analyse their own jobs and distinguish the technical

and managerial tasks performed by them.

The next step is to invite the participants to rate their principal duties and responsibilities in

four categories ‘most important, important, somewhat important and least important’. Rating

scale is between 1 – 4, 1 being the least important and 4 for most important. The maximum

time allowed for first session is 20 minutes.

Role Analysis Gap AnalysisTraining

RequirementLearning Style

Inventory



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Methodology


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3.6.2 Gap Analysis

Among that the participants identified their principal duties and responsibilities and also

ranked them according to importance, the next phase will be inviting them to focus on the

knowledge, skills and attitudes (KSA) required performing their job. This session will begin

with a quick introduction on the concepts of knowledge, skills and attitude by the enumerator.

After the introduction, group facilitator will invite the participants to;

First assign the relevance level ranging from ‘High to Not Applicable’ against each

knowledge, skills and attitudes (KSA).

Second rate competence level against KSA within a scale from one to five (1 = Very

Poor, 2 = Poor, 3 = Satisfactory, 4 = Good and 5 = Excellent).

Group facilitator will select one volunteer to present his/her gap analysis which will then

be analysed and discussed by the group. Detailed explanation will allow improvement of

gap analysis.

The maximum time allowed for this session is 30 minutes.

3.6.3 Training Requirement

The overreaching objective of this section is to identify the training programmes to fill the

gap identified in preceding session ‘Gap Analysis’. The outcome of this session will be a list

of 10 most important training programmes along training level and prioritisation for

implementation. This phase will begin with a quick session introduction and afterwards group

facilitator will take the participants through detailed list of training programmes. The

participants will be invited to;

First rate relevance level ranging from ‘High to Self’ against each training programme.

Second assign training level within a scale from one to three (1= Basic, 2= Intermediate,

3= Advanced) to the proposed trainings

Third prioritise most important trainings (maximum of 10 trainings) from P1 – P3

(Priority 1 = P1, Priority 2 = P2, Priority 3 = P3). Priority 1 trainings would be

considered for year one, priority 2 for year two and priority 3 for year three.

Group facilitator will select one volunteer to present training requirement which will then

be analysed and discussed by the group. Detailed explanation will allow improvement of

training requirements.

The maximum time allowed for third session is 25 minutes

3.6.4 Learning Style Inventory

This section is designed to learn about the previous training experience, gain an

understanding of preferred learning style and views on NHA’s Human Resource

Development (HRD) strategy and training plan. The maximum time allowed for this session

is 15 minutes.

One way to decide which learning interventions might be most appropriate is to reflect on

past experiences. Thinking about previous training experience, participants will be invited to

select four words from the list to describe their past experience. Taking the opportunity to try

(and evaluate) new techniques if the evaluations suggest that a new approach might be useful,

or if one particular approach has not been well received or understood.

To make the most out of learning, participants will be invited to determine their preferred

learning style ‘reflector, theorists, activities and pragmatists’. Similarly they will also be



Section 3

Methodology


J 40252326

Page 20

encouraged to consider which one(s) they feel are most relevant training techniques ‘on-the

job, on-or-off-the-job and off-the-job’ to the way they prefer to learn and incorporate this into

their planning for future learning. This can be a very useful exercise because they can identify

which learning methods are likely to be best for them as an individual – though this can also

be affected by other factors.

3.6 Implementation Schedule

The detailed work plan in table 3-1 show the details of activities and key outputs to be

produced during the complete TNA exercise. The TNA exercise starts in May with the

evaluation of existing training capacity and end with the final report in last week of October

2010.

The focus group meeting will be conducted from 1st - 30

th September at the head office

Islamabad and regional offices. The team will travel to regional and project offices in Lahore,

Peshawar, Abbottabad, Balkasar to accomplish the TNA objectives within the given time

frame. The focus group meeting schedule is given in table 3-3 which is developed keeping in

view the Ramadan and EID holidays.

Table 3-2: Work Plan

Task

No.

Task Name May-10 Jun-10 Jul-10 Aug-10 Sep-10 Oct-10

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Evaluation of Existing Training Capacity

2 Identification of Professional Job Roles and

Job Families

3 Identification of Knowledge, Skills and

Attitudes

4 Identification of training areas

5 Design and development of the tna concept

and methodology

6 TNA toolkit design and development

7 Selection of sample

8 Draft TNA concept and methodology paper

9 Pre-Testing of TNA toolkit and adjustments

10 Data collection (interviews, focus groups,

questionnaire etc)

11 Compilation of information for analysis

12 TNA software design and development

including data entry module & reports

13 Educational institutions visits for available

training options

14 Draft TNA report

15 Draft training and development action plan

16 Draft management development programme

17 TNA workshop

18 Final report



Section 3

Methodology


J 40252326

Page 21

Table 3-3: Focus Group Meeting Schedule

Sr.

No. Wing Section Date Location Focus Group Participants

1 Operations RAMS 06-09-2010

HQ

Islamabad

Director RAMS, Deputy Director (DD) Surveys, DD

Structures, DD System Analyst, Assistant Director (AD)

Surveys, AD Maintenance / Monitoring, AD Bridges, AD Computer Programming, Highway Safety Specialist

2 Operations Aided Rehabilitation

06-09-2010

HQ Islamabad

Director Aided Rehabilitation, DD Planning & Programming, DD Economist & Transportation, AD

Coordination, AD Economist

3 Operations Revenue 06-09-2010

HQ Islamabad

Director Revenue, DD Revenue, DD Audit, DD Disbursement, DD / AD Business Promotion, AD Revenue,

AD Disbursement, AD Audit

4 Operations OMU 06-09-2010

HQ

Islamabad

Director OMU, DD Weigh Station, DD Electronic Toll and

Traffic Management (ETTM), DD Policy and Regulations,

DD Services, DD Technical, AD Weigh Station, AD

Operations ETTM, AD RF & Right of Way (ROW), AD

Services, AD Electrical, AD Mechanical

5 Planning Design 07-09-2010

HQ Islamabad

Director Material, Director Survey, AD Geographical Information System (GIS), AD Structures, AD Design – I,

AD Multan Package, AD Sindh Package

6 Planning P&CA and

BOT

07-09-2010

HQ

Islamabad

GM Procurement & Contract Administration (P&CA), GM

Build Operate Transfer (BOT), Director BOT, Director

P&CA, DD P&CA, DD BOT, AD P&CA, AD BOT

7 Planning Planning and

Design

08-09-2010

HQ

Islamabad

GM Planning, GM Design – II, Director Planning – I,

Director Design – II, DD Design – II / Highway Improvement, AD Planning – I, AD Highways, AD

Motorways, AD Highway Improvement, Transport

Economist

8 Construction MIS and

Construction

North

20-09-2010

HQ

Islamabad

GM Construction North, Director MIS, Director

Construction North, DD Public Relations, DD Construction

North, DD MIS, AD MIS, AD Computer, AD – I Punjab,

Network Security Supervisor

9 Construction Aided Project 20-09-2010

HQ Islamabad

GM Aided Project, GM NHIP, GM NEP, Director NHIP, Director Programmes, DD Construction, AD Construction

Aided Project, Project Coordinator NHIP

10 Finance B&A and Aided Project

21-09-2010

HQ Islamabad

GM Budget & Accounts, Director GOP – I (Accounts), Director GOP – II (Budget), Director Aided Project, DD

GOP – I (Accounts), DD GOP – II (Budget), DD Aided

Project, DD Establishment, AD Establishment, AD Aided Project, AD GOP – I (Accounts), AD GOP – II (Budget)

11 Finance Finance 21-09-2010

HQ Islamabad

General Manager Finance, Director Finance, DD Finance – I, AD Finance – II, AD CP Fund

12 Operations - 22-09-2010

Lahore GM Punjab North, Director Maintenance, DD Accounts,

DD Maintenance, DD Administration, DD Monitoring, AD Maintenance, AD Admin / Legal

13 Construction - 22-09-2010

Lahore GM M-4, Director Land, Director Accounts, PD (Faisalabad – Kahniwal) M-4, DD Administration, DD

Construction, DD Accounts, DD LM & IS, AD

Administration, AD Construction, AD NHIP, AD Legal, AD LM & IS

14 Operations - 24-09-2010

Peshawar GM Khyber Pakhtunkhwa , Director Maintenance, DD Accounts, DD Maintenance, DD Administration, DD

Monitoring, AD Maintenance, AD Admin / Legal

15 Construction - 24-09-2010

Peshawar Director LM & IS E-35, Project Director Badabar – Dara Adamkhel, AD LM & IS, AD Construction

16 Operations - 27-09-2010

Abbottabad GM Gilgit Biltistan, Director Maintenance, DD Accounts, DD Maintenance, DD Administration, DD Monitoring, AD

Maintenance, AD Admin / Legal

17 Construction - 27-09-2010 Abbottabad Project Director (Alpuri – Basham), AD Construction, AD LM & IS, AD Land

18 Operations - 30-09-2010 Balkasar GM Motorways, Director Maintenance, DD Accounts, DD Maintenance, DD Administration, DD Monitoring, AD

Maintenance, AD Admin / Legal






ANNEXURE

(J 40252326)


Clerkenwell House, 67 Clerkenwell Road, London, EC1R 5BL, UK



ANNEX A3- 1

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J 40252326 Page 25

ANNEX A3- 1: Training Needs Assessment (TNA) Toolkit

PURPOSE

The National Highways Authority (NHA) is committed to provide a safe, modern and efficient transportation

system. As part of an ongoing strategy to improve its business management and operational performance, the

NHA is committed to strengthening the technical skills, work capacities and resources of its managers and staff.

It is taking major steps to establish modern, effective Human Resource Development (HRD) functions,

capabilities and facilities. In particular, the Authority is committed to strengthening its capacity for effective

planning, programming and delivery of a comprehensive range of staff training and development activities and

services, in a systematic and cost-effective way

This exercise of Training Needs Assessment (TNA) aims to objectively identify training needs at different level,

analyze the identified needs to work out priorities and put up a long term strategic plan for training and capacity

building. This questionnaire has been designed to systematically assess the existing capacities and find out

where there are gaps in the existing knowledge, skills and attitudes. The information gathered will be used to

ensure that all staffs are offered the training required to provide a basis for the development of confidence and

competence in their field of operation.

SECTION A: ROLE ANALYSIS

Wing: Section:

Full Name:

CNIC No: - -

Date of Birth (D.O.B.): DD MM YYYY Gender (Tick one): Male Female Other

Current Designation: Employment Status (Tick one):

Regular Contract

Deputation

Current BS: Cadre:

Role Analysis

Kindly tick (√) in the appropriate box.

Rating scale: 4= Most Important 3 = Important 2 = Somewhat Important 1 = Least Important

Sr.

No.

Principal duties and responsibilities Ranking according to importance

Most Important Important Somewhat

Important

Least

Important

1 4 3 2 1

2 4 3 2 1

3 4 3 2 1

4 4 3 2 1

5 4 3 2 1

6 4 3 2 1

7 4 3 2 1

8 4 3 2 1

9 4 3 2 1

10 4 3 2 1

11 4 3 2 1

12 4 3 2 1

13 4 3 2 1

14 4 3 2 1

15 4 3 2 1

11 4 3 2 1

12 4 3 2 1

13 4 3 2 1

14 4 3 2 1

15 4 3 2 1



ANNEX A3- 1

TNA Toolkit


J 40252326 Page 26

SECTION B: GAP ANALYSIS

Rate the relevance and competence of current knowledge, skills and attitudes required to perform the

above task. Kindly tick (√) in the appropriate box.

Rating Scale for 1 – 2

1. First assign relevance of ‘Knowledge, Skills and Attitudes’ to your job ranging from High to Not

Applicable (High = H, Medium = M, Low = L and Not Applicable = NA).

2. Second rate your competence level ‘1-5’ (1 = Very Poor, 2 = Poor, 3 = Satisfactory, 4 = Good and 5

= Excellent) against KSA. If 3 or less, consider how you could develop this further

Sr.

No KSA Area (1) Relevance to your

job

(2) How would you rate you

competence? High Medium Low NA Excellent Good Satisfactory Poor Very Poor

Knowledge - How would you rate your level of knowledge in

the followings

1.0 Technical Knowledge

1.1 Road Asset Management Division

1.1.1 NHA and RAMD vision, mission statement and specific objectives

H M L NA 5 4 3 2 1

1.1.2 SOPs for Road Maintenance Account 2002 as revised in 2005 H M L NA 5 4 3 2 1

1.1.3 NHA Act 1991 as amended in 2001 H M L NA 5 4 3 2 1

1.1.4 National highways & strategic roads control rules, 1998 as

amended in 2002

H M L NA 5 4 3 2 1

1.1.5 Regulatory framework and standard operating procedures for

preservation and commercial use of Right of Way (ROW), 2002

as revised in 2004

H M L NA 5 4 3 2 1

1.1.6 National environmental policy 2005 and environmental assessment by-laws and legislations

H M L NA 5 4 3 2 1

1.1.7 Asset Management Specification H M L NA 5 4 3 2 1

1.1.8 Asset management guidelines, principles and codes of practice H M L NA 5 4 3 2 1

1.1.9 International infrastructure management manual H M L NA 5 4 3 2 1

1.1.10 Asset types and groups H M L NA 5 4 3 2 1

1.1.11 Road type, surface material and base material H M L NA 5 4 3 2 1

1.1.12 Carriageway characteristics H M L NA 5 4 3 2 1

1.1.13 Structure type H M L NA 5 4 3 2 1

1.1.14 Expected deterioration mechanisms and rates of deterioration H M L NA 5 4 3 2 1

1.1.15 Accepted conditions indicator for structures H M L NA 5 4 3 2 1

1.1.16 Component service life H M L NA 5 4 3 2 1

1.1.17 Disposal techniques H M L NA 5 4 3 2 1

1.1.18 Construction forms and material H M L NA 5 4 3 2 1

1.1.19 Sustainability and environmental contributions and impacts H M L NA 5 4 3 2 1

1.1.20 Levels of service H M L NA 5 4 3 2 1

1.1.21 Decision support tools H M L NA 5 4 3 2 1

1.1.22 Survey tools and techniques H M L NA 5 4 3 2 1

1.1.23 Vehicle fleet, traffic volume and truck loads H M L NA 5 4 3 2 1

1.1.24 International, federal and provincial environmental protection

agency standards and guidelines

H M L NA 5 4 3 2 1

1.1.25 Annual Road Maintenance Account Programme H M L NA 5 4 3 2 1

1.1.26 Annual Road Conservation Programme (ARCP) H M L NA 5 4 3 2 1

1.2 Construction

1.2.1 Indigenous methodologies for ground improvement techniques H M L NA 5 4 3 2 1

1.2.2 GIS mapping of sub soil conditions top H M L NA 5 4 3 2 1

1.2.3 NHA’s bridge construction specifications H M L NA 5 4 3 2 1

1.2.4 International, federal and provincial environmental protection agency standards

H M L NA 5 4 3 2 1

1.2.5 Bituminous material under service and tropical conditions H M L NA 5 4 3 2 1

1.2.6 Underpass mode and integration with landscape , drainage and soil layers

H M L NA 5 4 3 2 1

1.2.7 Burial depth, side slopes stability and structural integrity of

culvert

H M L NA 5 4 3 2 1

1.2.8 Crash cushion or barrier for overhead sign installation H M L NA 5 4 3 2 1

1.2.9 Clay seal, suitable backfill material and structural capacity H M L NA 5 4 3 2 1

1.2.10 Sub surface investigation and soil mechanics H M L NA 5 4 3 2 1

1.2.11 Global positioning system and excavation path alignment for

tunnelling

H M L NA 5 4 3 2 1

1.2.12 NHA’s construction engineers: Field and Materials manual H M L NA 5 4 3 2 1

1.2.13 Static and dynamic parameters of different soil layers H M L NA 5 4 3 2 1

1.3 Procurement and Contract Administration

1.3.1 Fundamental concepts of procurement and contracting H M L NA 5 4 3 2 1

1.3.2 Contract types, procurement method and their relative

advantages and drawbacks

H M L NA 5 4 3 2 1



ANNEX A3- 1

TNA Toolkit


J 40252326 Page 27

Sr.

No. KSA Area

(1) Relevance to your

job


competence?

High Medium Low NA Excellent Good Satisfactory Poor Very Poor

1.3.3 Best practices in competitive contracting and municipal

purchasing

H M L NA 5 4 3 2 1

1.3.4 Procurement policies and contract law including public

procurement regulatory authority rules, 2004

H M L NA 5 4 3 2 1

1.3.5 Purchase orders and variation orders H M L NA 5 4 3 2 1

1.3.6 Common pitfalls of service contracting H M L NA 5 4 3 2 1

1.3.7 Dispute resolution options and processes H M L NA 5 4 3 2 1

1.3.8 Steps for contract termination H M L NA 5 4 3 2 1

1.3.9 Key performance indicators in service level agreements H M L NA 5 4 3 2 1

1.3.10 Request for proposals (RFP) H M L NA 5 4 3 2 1

1.3.11 Tender / proposal evaluation framework and approaches H M L NA 5 4 3 2 1

1.3.12 Lowest priced vs. best value contract award strategy H M L NA 5 4 3 2 1

1.3.13 Contract terms and conditions H M L NA 5 4 3 2 1

1.4 Financial Management

1.4.1 Financial Manual of the NHA H M L NA 5 4 3 2 1

1.4.2 Budget rules and regulations H M L NA 5 4 3 2 1

1.4.3 Taxation rules, regulation and procedures H M L NA 5 4 3 2 1

1.4.4 Generally accepted accounting principles (GAAP) H M L NA 5 4 3 2 1

1.4.5 Elements of cash flow cycle and cash flow implications H M L NA 5 4 3 2 1

1.4.6 NHA’s fund and non-fund accounts H M L NA 5 4 3 2 1

1.4.7 Methods to measure departmental performance against the budget

H M L NA 5 4 3 2 1

1.4.8 Delegation of financial power rules H M L NA 5 4 3 2 1

1.4.9 Midterm budgetary framework H M L NA 5 4 3 2 1

1.4.10 Effective cash forecasting techniques and ratios evaluation H M L NA 5 4 3 2 1

1.4.11 Audit rules and procedures H M L NA 5 4 3 2 1

1.4.12 Road Maintenance Account Rules 2003 H M L NA 5 4 3 2 1

1.4.13 The Public Procurement Rules, 2004 H M L NA 5 4 3 2 1

1.5 Human Resource Management

1.5.1 Labour and employment under Constitution of Pakistan, 1973 H M L NA 5 4 3 2 1

1.5.2 Pakistan Labour Policy, 2010 H M L NA 5 4 3 2 1

1.5.3 NHA , Federal Government and Provincial Governments Service Rules

H M L NA 5 4 3 2 1

1.5.4 Appointment and promotion rules of NHA H M L NA 5 4 3 2 1

1.5.5 HR policies, procedures and systems H M L NA 5 4 3 2 1

1.5.6 Employee relations processes, policies and procedures H M L NA 5 4 3 2 1

1.5.7 Recruitment and selection tolls and techniques H M L NA 5 4 3 2 1

1.5.8 Performance management process and assessment techniques H M L NA 5 4 3 2 1

1.5.9 Employee motivation tools and techniques H M L NA 5 4 3 2 1

1.5.10 Learning and development tools and techniques H M L NA 5 4 3 2 1

1.5.11 Reward management system and processes H M L NA 5 4 3 2 1

1.5.12 Grade and pay structure H M L NA 5 4 3 2 1

1.5.13 Employee benefits, pensions and allowances H M L NA 5 4 3 2 1

1.6 General Management H M L NA 5 4 3 2 1

1.6.1 Project planning and monitoring tools and techniques

monitoring

H M L NA 5 4 3 2 1

1.6.2 Methods of delegating, motivating and evaluating performance H M L NA 5 4 3 2 1

1.6.3 Tools and techniques for effective multi-tasking H M L NA 5 4 3 2 1

1.6.4 Team building tools and techniques H M L NA 5 4 3 2 1

1.6.5 Problem solving and decision making tools and techniques H M L NA 5 4 3 2 1

1.6.6 Time management tools and techniques H M L NA 5 4 3 2 1

1.6.7 Conflict resolution tools and techniques H M L NA 5 4 3 2 1

Skills - How would you rate your level of skills in the

following

2.0 Technical Skills

2.1 Road Asset Management Division

2.1.1 Framework for highway asset management H M L NA 5 4 3 2 1

2.1.2 Road asset management plan H M L NA 5 4 3 2 1

2.1.3 Annual maintenance plans H M L NA 5 4 3 2 1

2.1.4 Risk management plans H M L NA 5 4 3 2 1

2.1.5 Performance management framework H M L NA 5 4 3 2 1

2.1.6 Emergency response plan H M L NA 5 4 3 2 1

2.1.7 Life cycle plans H M L NA 5 4 3 2 1

2.1.8 Asset valuation and depreciation H M L NA 5 4 3 2 1

2.1.9 Whole life costing and whole life value H M L NA 5 4 3 2 1

2.1.10 Inspection of highway structures H M L NA 5 4 3 2 1

2.1.11 Inspection and maintenance options and costs H M L NA 5 4 3 2 1

2.1.12 Vehicle’s operating and agency costs H M L NA 5 4 3 2 1

2.1.13 Performance measures, indicators and target H M L NA 5 4 3 2 1



ANNEX A3- 1

TNA Toolkit


J 40252326 Page 28

Sr.

No. KSA Area


job


competence?


2.1.14 Asset Classification H M L NA 5 4 3 2 1

2.1.15 Network analysis H M L NA 5 4 3 2 1

2.1.16 Network referencing H M L NA 5 4 3 2 1

2.1.17 Network hierarchy H M L NA 5 4 3 2 1

2.1.18 Traffic flow forecast H M L NA 5 4 3 2 1

2.1.19 Asset Inventory H M L NA 5 4 3 2 1

2.1.20 Structure age - age profile H M L NA 5 4 3 2 1

2.1.21 Annual condition survey - survey design, data collection

procedure, collection techniques and responsibilities

H M L NA 5 4 3 2 1

2.1.22 Design and development of data collection manual, tools, survey forms etc.

H M L NA 5 4 3 2 1

2.2 Construction

2.2.1 Environmental impact assessment (EIA) H M L NA 5 4 3 2 1

2.2.2 Construction control surveys H M L NA 5 4 3 2 1

2.2.3 Bridge design and construction H M L NA 5 4 3 2 1

2.2.4 Sign support construction on highways H M L NA 5 4 3 2 1

2.2.5 Retaining walls design and construction H M L NA 5 4 3 2 1

2.2.6 Underpass design and construction H M L NA 5 4 3 2 1

2.2.7 Material testing and reporting H M L NA 5 4 3 2 1

2.2.8 Geotechnical investigation H M L NA 5 4 3 2 1

2.2.9 Pedestrian facility design and construction H M L NA 5 4 3 2 1

2.2.10 Prepare variation orders H M L NA 5 4 3 2 1

2.3 Procurement and Contract Administration

2.3.1 Procurement and contract management planning H M L NA 5 4 3 2 1

2.3.2 Project identification and contract requirements through a needs

assessment

H M L NA 5 4 3 2 1

2.3.3 Prepare procurement related business case H M L NA 5 4 3 2 1

2.3.4 Evaluate procurement and contracting options H M L NA 5 4 3 2 1

2.3.5 Cost benefit analysis H M L NA 5 4 3 2 1

2.3.6 Whole life costing H M L NA 5 4 3 2 1

2.3.7 Identify risk exposure and treatment strategies H M L NA 5 4 3 2 1

2.3.8 Develop strategies to avoid common procurement and contract management pitfalls

H M L NA 5 4 3 2 1

2.3.9 Solicitation Planning - Documenting requirements and

identifying potential sources

H M L NA 5 4 3 2 1

2.3.10 Prepare RFP solicitation document H M L NA 5 4 3 2 1

2.3.11 Solicitation - Obtaining quotations, bids, offers, or proposals H M L NA 5 4 3 2 1

2.3.12 Contract pricing and negotiations H M L NA 5 4 3 2 1

2.3.13 Contract drafting H M L NA 5 4 3 2 1

2.3.14 Contract awarding H M L NA 5 4 3 2 1

2.3.15 Contract administration - inspections, contract modifications/variation orders, renewals, transition and

termination obligations

H M L NA 5 4 3 2 1

2.3.16 Establish service levels, quality assurance and performance

measurement criteria and processes

H M L NA 5 4 3 2 1

2.3.17 Manage and monitor service contracts and structure a successful

service level agreement

H M L NA 5 4 3 2 1

2.3.18 Contract closeout - settling the contract, ensuring that all terms

have been satisfied

H M L NA 5 4 3 2 1

2.3.19 Post contract evaluation - establish evaluation criteria, process

and prepare evaluation documentations

H M L NA 5 4 3 2 1

2.3.20 Prepare progress reports and contractor performance records H M L NA 5 4 3 2 1

2.4 Financial Management

2.4.1 Budget and planning H M L NA 5 4 3 2 1

2.4.2 Budget making H M L NA 5 4 3 2 1

2.4.4 Budgeting and financial analysis H M L NA 5 4 3 2 1

2.4.5 Project and cost accounting H M L NA 5 4 3 2 1

2.4.6 Cost benefit analysis H M L NA 5 4 3 2 1

2.4.7 PC – I, II,II,IV preparation H M L NA 5 4 3 2 1

2.5 Human Resource Management

2.5.1 Recruitment and selection skills H M L NA 5 4 3 2 1

2.5.2 Performance review skills H M L NA 5 4 3 2 1

2.5.3 Dealing with under-performers H M L NA 5 4 3 2 1

2.5.4 Developing and agreeing performance indicators and targets H M L NA 5 4 3 2 1

2.5.5 Job, role and skill analysis H M L NA 5 4 3 2 1

2.5.6 Building, leading and managing teams H M L NA 5 4 3 2 1

2.5.7 Rewarding and recognising employee performance H M L NA 5 4 3 2 1

2.5.8 Mentoring and couching H M L NA 5 4 3 2 1

2.5.9 Managing health and safety in workplace H M L NA 5 4 3 2 1



ANNEX A3- 1

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J 40252326 Page 29

Sr.

No. KSA Area


job


competence?


2.6 General Management

2.6.1 Project management H M L NA 5 4 3 2 1

2.6.2 Time management H M L NA 5 4 3 2 1

2.6.3 Communication and interpersonal skills H M L NA 5 4 3 2 1

2.6.4 Business writing skills , e.g., letters, reports, plans, project plans H M L NA 5 4 3 2 1

2.6.5 Coaching, delegating and mentoring skills H M L NA 5 4 3 2 1

2.6.6 Dealing with competing demands H M L NA 5 4 3 2 1

2.6.7 Project Planning, appraisal and monitoring and evaluation H M L NA 5 4 3 2 1

2.6.8 Record keeping H M L NA 5 4 3 2 1

2.6.9 Book keeping H M L NA 5 4 3 2 1

2.6.10 Data collection H M L NA 5 4 3 2 1

2.6.11 Office management/ secretarial skills H M L NA 5 4 3 2 1

2.6.12 Short hand, notes talking H M L NA 5 4 3 2 1

2.7 Information Technology

2.7.1 HDM-4 H M L NA 5 4 3 2 1

2.7.2 Microsoft Word™ 2010 H M L NA 5 4 3 2 1

2.7.3 Microsoft™ Excel 2010 H M L NA 5 4 3 2 1

2.7.4 Microsoft™ PowerPoint 2010 H M L NA 5 4 3 2 1

2.7.5 Microsoft™ Visio 2010 H M L NA 5 4 3 2 1

2.7.6 Microsoft™ Project 2010 H M L NA 5 4 3 2 1

2.7.7 Microsoft™ Access 2010 H M L NA 5 4 3 2 1

2.7.8 Microsoft™ Outlook 2010 H M L NA 5 4 3 2 1

2.7.9 Microsoft Dynamics™ SL H M L NA 5 4 3 2 1

2.7.10 In page – Urdu presentation H M L NA 5 4 3 2 1

2.7.11 Corel DRAW® X3 H M L NA 5 4 3 2 1

2.7.12 AutoCAD® H M L NA 5 4 3 2 1

2.7.13 AutoCAD® Map 3D for Geospatial

2.7.14 Adobe® Acrobat 9 Pro H M L NA 5 4 3 2 1

Sr.

No KSA Area (1) Relevance to your

job


competence? High Medium Low NA Excellent Good Satisfactory Poor Very Poor

3.0 Attitudes

3.1 Keeps up to date with developments, changes and trends H M L NA 5 4 3 2 1

3.2 Effectively adapt to changing policies, procedures and

technology

H M L NA 5 4 3 2 1

3.3 Hard working and result oriented H M L NA 5 4 3 2 1

3.4 Seeks and reflects on feedback on own performance and impact H M L NA 5 4 3 2 1

3.5 Leads delivery, setting clear milestones and outcomes H M L NA 5 4 3 2 1

3.6 Self motivator - keeps working with commitment and

enthusiasm, even in the face of difficulties

H M L NA 5 4 3 2 1

3.7 Builds a sense of team spirit, shared ownership and common purpose

H M L NA 5 4 3 2 1

3.8 Establish and maintain effective working relationships H M L NA 5 4 3 2 1

3.9 Manages disputes to reach a positive solution. H M L NA 5 4 3 2 1

3.10 Effectively handle interpersonal interactions and maintain

confidentiality

H M L NA 5 4 3 2 1

3.11 Treat others and their experience with respect H M L NA 5 4 3 2 1

3.12 Uses relevant technical expertise and experience objectively and with integrity

H M L NA 5 4 3 2 1

3.13 Takes responsibility for own actions and decisions, even when

facing criticism or opposition

H M L NA 5 4 3 2 1

3.14 Shows insight and the ability to see a problem from a different angle.

H M L NA 5 4 3 2 1

3.15 Praise and compliment people when they deserve it H M L NA 5 4 3 2 1

3.16 Sociable, active and talkative H M L NA 5 4 3 2 1



ANNEX A3- 1

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J 40252326 Page 30

SECTION C: TRAINING REQUIREMENT In order to fill the gap in current competence level and meet future needs, list of trainings have been identified.

Pleases tick (√) the appropriate box in all the aspects

1. First assign training relevance level to your work/job ranging from High to Self learning (High = H,

Medium = M, Low = L, Not Applicable = NA and Self = S).

2. Second assign training level ‘1-3’ (1= Basic, 2= Intermediate, 3= Advanced) to the proposed training

3. Third prioritised trainings you are interested from P1 – P3 (Priority 1 = P1, Priority 2 = P2, Priority 3 = P3).

The prioritisation will help to develop training plan

Sr.

No

Training Title Training Relevance Training Level Training

Prioritisation High Medium Low NA Self Basic Intermediate Advance P1 P2 P3

1.0 ASSET MANAGEMENT

1.1 Introduction to asset management H M L NA S 1 2 3 P1 P2 P3

1.2 Advanced asset management for highways H M L NA S 1 2 3 P1 P2 P3

1.3 Writing asset management plans H M L NA S 1 2 3 P1 P2 P3

1.4 Writing annual maintenance plans H M L NA S 1 2 3 P1 P2 P3

1.5 Writing risk management plans H M L NA S 1 2 3 P1 P2 P3

1.6 Writing emergency response plan H M L NA S 1 2 3 P1 P2 P3

1.7 Level of services H M L NA S 1 2 3 P1 P2 P3

1.8 Highway performance monitoring system H M L NA S 1 2 3 P1 P2 P3

1.9 Developing performance management framework H M L NA S 1 2 3 P1 P2 P3

1.10 Life cycle cost analysis H M L NA S 1 2 3 P1 P2 P3

1.11 Valuation of infrastructure assets H M L NA S 1 2 3 P1 P2 P3

1.12 Accounting for asset managers H M L NA S 1 2 3 P1 P2 P3

1.13 Optimised decision making & risk management H M L NA S 1 2 3 P1 P2 P3

1.14 Asset management data collection tools and

techniques H M L NA

S 1 2 3 P1 P2 P3

1.15 Principals of asset management inventory H M L NA S 1 2 3 P1 P2 P3

2.0 CONSTRUCTION AND MAINTENANCE

2.1 Design, construction and operation of expressways

and motorways H M L NA S 1 2 3 P1 P2 P3

2.2 Basic materials for highway and structure

construction and maintenance H M L NA S 1 2 3 P1 P2 P3

2.3 Highway capacity and quality of flow H M L NA S 1 2 3 P1 P2 P3

2.4 Highways in the coastal environment H M L NA S 1 2 3 P1 P2 P3

2.5 Pavement design details and construction practices H M L NA S 1 2 3 P1 P2 P3

2.6 Geotechnical aspects of pavements H M L NA S 1 2 3 P1 P2 P3

2.7 Pavement subsurface drainage design H M L NA S 1 2 3 P1 P2 P3

2.8 Pavement evaluation and rehabilitation H M L NA S 1 2 3 P1 P2 P3

2.9 Preventive maintenance treatment, timing, and

selection H M L NA S 1 2 3 P1 P2 P3

2.10 Pavement Management Systems H M L NA S 1 2 3 P1 P2 P3

2.11 Load and resistance factor rating for highway bridges

H M L NA S 1 2 3 P1 P2 P3

2.12 Modern trends in design and construction of

bridges, elevated structures and under passes H M L NA S 1 2 3 P1 P2 P3

2.13 Seismic analysis and design of bridges H M L NA S 1 2 3 P1 P2 P3

2.14 Driven pile foundations – design, construction and monitoring

H M L NA S 1 2 3 P1 P2 P3

2.15 Shallow foundations H M L NA S 1 2 3 P1 P2 P3

2.16 Stream stability and scour at highway bridges H M L NA S 1 2 3 P1 P2 P3

2.17 River engineering for highway encroachments H M L NA S 1 2 3 P1 P2 P3

2.18 Bridge evaluation for rehabilitation design

considerations H M L NA S 1 2 3 P1 P2 P3

2.19 Points bridge management H M L NA S 1 2 3 P1 P2 P3

2.20 Bridge maintenance training H M L NA S 1 2 3 P1 P2 P3

2.21 Stream stability and scour at highway bridges for

bridge inspectors H M L NA S 1 2 3 P1 P2 P3

2.22 Earth retaining structures H M L NA S 1 2 3 P1 P2 P3

2.23 Soil Slope and embankment design and

construction H M L NA S 1 2 3 P1 P2 P3

2.24 Ground improvement techniques H M L NA S 1 2 3 P1 P2 P3

2.25 Culvert design H M L NA S 1 2 3 P1 P2 P3

2.26 Introduction to highway hydraulics H M L NA S 1 2 3 P1 P2 P3

2.27 Highway slope maintenance and slide restoration H M L NA S 1 2 3 P1 P2 P3

2.28 Junctions and Intersections design, construction and operation

H M L NA S 1 2 3 P1 P2 P3

2.29 Traffic signal design and operation H M L NA S 1 2 3 P1 P2 P3

2.30 Access management, location, and design H M L NA S 1 2 3 P1 P2 P3



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2.31 Terminal design, construction and operation H M L NA S 1 2 3 P1 P2 P3

2.32 Pedestrian facility design H M L NA S 1 2 3 P1 P2 P3

2.33 Bicycle facility design H M L NA S 1 2 3 P1 P2 P3

2.34 Early age cracking H M L NA S 1 2 3 P1 P2 P3

2.35 Joint resealing and crack sealing H M L NA S 1 2 3 P1 P2 P3

2.36 Use of critical path method (CPM) for estimating,

scheduling, and timely completion H M L NA S 1 2 3 P1 P2 P3

2.37 Basic construction and maintenance documentation - improving the daily diary

H M L NA S 1 2 3 P1 P2 P3

3.0 QUALITY CONTROL

3.1 Materials control and acceptance - quality assurance

H M L NA S 1 2 3 P1 P2 P3

3.2 Construction inspection, workmanship, and quality H M L NA S 1 2 3 P1 P2 P3

3.3 Quality assurance specification development and

validation course H M L NA S 1 2 3 P1 P2 P3

3.4 Quality assurance systems for highway projects H M L NA S 1 2 3 P1 P2 P3

3.5 Material testing procedures and laboratory practice H M L NA S 1 2 3 P1 P2 P3

4.0 TRANSPORTATION PLANNING

4.1 Urban travel demand forecasting H M L NA S 1 2 3 P1 P2 P3

4.2 Transportation and land use H M L NA S 1 2 3 P1 P2 P3

4.3 Applying GIS and spatial data technologies to transportation

H M L NA S 1 2 3 P1 P2 P3

5.0 FREIGHT AND TRANSPORTATION

LOGISTICS

5.1 Advanced freight planning H M L NA S 1 2 3 P1 P2 P3

5.2 Principles of effective commercial motor vehicle (CMV) size and weight enforcement

H M L NA S 1 2 3 P1 P2 P3

5.3 Integrating freight in the transportation planning

process H M L NA S 1 2 3 P1 P2 P3

6.0 HIGHWAY SAFETY

6.1 Road safety audits/assessments H M L NA S 1 2 3 P1 P2 P3

6.2 Highway capacity and quality of flow H M L NA S 1 2 3 P1 P2 P3

6.3 Managing traffic incident and roadway emergencies H M L NA S 1 2 3 P1 P2 P3

6.4 Principles and tools for road weather management H M L NA S 1 2 3 P1 P2 P3

6.5 Roadside safety design H M L NA S 1 2 3 P1 P2 P3

6.6 Design and operation of work zone traffic control H M L NA S 1 2 3 P1 P2 P3

6.7 Design, construction, and maintenance of highway

safety appurtenances and features H M L NA S 1 2 3 P1 P2 P3

6.8 Construction zone safety inspection H M L NA S 1 2 3 P1 P2 P3

6.9 Safety and operational effects of geometric design features

H M L NA S 1 2 3 P1 P2 P3

6.10 Developing a pedestrian safety action plan H M L NA S 1 2 3 P1 P2 P3

6.11 Improving highway safety with intelligent

transportation systems H M L NA S 1 2 3 P1 P2 P3

6.12 Principles of writing highway construction

specifications H M L NA S 1 2 3 P1 P2 P3

6.13 GPS technology H M L NA S 1 2 3 P1 P2 P3

6.14 Risk management H M L NA S 1 2 3 P1 P2 P3

6.15 Modern survey techniques including GIS/GPS H M L NA S 1 2 3 P1 P2 P3

7.0 ENVIRONMENT

7.1 Public involvement in the transportation decision

making process H M L NA S 1 2 3 P1 P2 P3

7.2 Implications of air quality planning for transportation

H M L NA S 1 2 3 P1 P2 P3

7.3 Water quality management of highway runoff H M L NA S 1 2 3 P1 P2 P3

7.4 Managing road impacts on stream ecosystems H M L NA S 1 2 3 P1 P2 P3

7.5 Highway traffic noise H M L NA S 1 2 3 P1 P2 P3

7.6 Introduction to NEPA and transportation decision making

H M L NA S 1 2 3 P1 P2 P3

7.7 Design and implementation of erosion and sediment

control H M L NA S 1 2 3 P1 P2 P3

7.8 Effective communications in public involvement H M L NA S 1 2 3 P1 P2 P3

7.9 Practical conflict management skills for

environmental issues H M L NA S 1 2 3 P1 P2 P3

8.0 PROCUREMENT AND CONTRACT

ADMINISTRATION

8.1 Procurement strategy development H M L NA S 1 2 3 P1 P2 P3

8.2 Risk management in construction services contract H M L NA S 1 2 3 P1 P2 P3

8.3 Managing procurement H M L NA S 1 2 3 P1 P2 P3



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8.4 Managing the tendering process H M L NA S 1 2 3 P1 P2 P3

8.5 Exploring and developing contract terms and conditions

H M L NA S 1 2 3 P1 P2 P3

8.6 Managing FIDIC contracts H M L NA S 1 2 3 P1 P2 P3

8.7 Contract and supplier relation management H M L NA S 1 2 3 P1 P2 P3

8.8 Alternate contracting H M L NA S 1 2 3 P1 P2 P3

8.9 Public Private Partnership (PPP) H M L NA S 1 2 3 P1 P2 P3

9.0 FINANCE AND PLANNING

9.1 Financial modelling and forecasting H M L NA S 1 2 3 P1 P2 P3

9.2 Activity based costing and open book accounting H M L NA S 1 2 3 P1 P2 P3

9.3 Financial analysis H M L NA S 1 2 3 P1 P2 P3

9.4 Fundamentals of cost accounting H M L NA S 1 2 3 P1 P2 P3

9.5 Fundamentals of budgeting H M L NA S 1 2 3 P1 P2 P3

9.6 Fiancé for non-finance managers H M L NA S 1 2 3 P1 P2 P3

10.0 HUMAN RESOURCE MANAGEMENT

10.1 Creating an integrated HR strategy H M L NA S 1 2 3 P1 P2 P3

10.2 Human resource planning / workforce planning H M L NA S 1 2 3 P1 P2 P3

10.3 Succession planning H M L NA S 1 2 3 P1 P2 P3

10.4 Effective hr policies and procedures H M L NA S 1 2 3 P1 P2 P3

10.5 HR for line managers H M L NA S 1 2 3 P1 P2 P3

10.6 Recruitment and selection skills H M L NA S 1 2 3 P1 P2 P3

10.7 Essential interviewing skills H M L NA S 1 2 3 P1 P2 P3

10.8 Developing a reward strategy H M L NA S 1 2 3 P1 P2 P3

10.9 Developing pay structure and grading H M L NA S 1 2 3 P1 P2 P3

10.10 Benefits, pensions and insurance schemes H M L NA S 1 2 3 P1 P2 P3

10.11 Developing and managing talent H M L NA S 1 2 3 P1 P2 P3

10.12 Identification and analysis of training needs H M L NA S 1 2 3 P1 P2 P3

10.13 Design and delivery of learning interventions H M L NA S 1 2 3 P1 P2 P3

10.14 Employee induction schemes H M L NA S 1 2 3 P1 P2 P3

10.15 Training evaluation and assessment H M L NA S 1 2 3 P1 P2 P3

10.16 Performance review skills H M L NA S 1 2 3 P1 P2 P3

10.17 Managing poor performance, absence and stress H M L NA S 1 2 3 P1 P2 P3

10.18 How to improve employee motivation H M L NA S 1 2 3 P1 P2 P3

10.19 Managing redundancy H M L NA S 1 2 3 P1 P2 P3

10.20 Employment law for line managers H M L NA S 1 2 3 P1 P2 P3

10.21 Employee relations and the law H M L NA S 1 2 3 P1 P2 P3

10.22 Health and safety H M L NA S 1 2 3 P1 P2 P3

10.23 Managing Diversity – good practice and the law H M L NA S 1 2 3 P1 P2 P3

10.24 Understanding labour laws / employment law and

policies H M L NA S 1 2 3 P1 P2 P3

10.25 Grievance, discipline and dismissal H M L NA S 1 2 3 P1 P2 P3

10.26 How to handle disciplinary and grievance

interviews H M L NA S 1 2 3 P1 P2 P3

11.0 GENERAL MANAGEMENT &

SUPERVISION

11.1 Project Management H M L NA S 1 2 3 P1 P2 P3

11.2 Customer service & public dealing H M L NA S 1 2 3 P1 P2 P3

11.3 Development course for managers H M L NA S 1 2 3 P1 P2 P3

11.4 Management course for junior executives H M L NA S 1 2 3 P1 P2 P3

11.5 Development course for supervisors H M L NA S 1 2 3 P1 P2 P3

11.6 Problem solving and decision making skills H M L NA S 1 2 3 P1 P2 P3

11.7 Improving workplace effectiveness through

creativity and innovation H M L NA S 1 2 3 P1 P2 P3

11.8 Team-work: getting people to work together H M L NA S 1 2 3 P1 P2 P3

11.9 Moving from an operational manger to a strategic thinker

H M L NA S 1 2 3 P1 P2 P3

11.10 Complaint handling H M L NA S 1 2 3 P1 P2 P3

11.11 Change management H M L NA S 1 2 3 P1 P2 P3

11.12 Time management H M L NA S 1 2 3 P1 P2 P3

11.13 Record keeping H M L NA S 1 2 3 P1 P2 P3

11.14 Office management H M L NA S 1 2 3 P1 P2 P3

11.15 Survey design and development H M L NA S 1 2 3 P1 P2 P3

11.16 Data collection tools and techniques H M L NA S 1 2 3 P1 P2 P3

11.17 Monitoring and evaluation H M L NA S 1 2 3 P1 P2 P3

11.18 Office management H M L NA S 1 2 3 P1 P2 P3

12.0 INTERPERSONAL SKILLS / BUSINESS

SKILLS

12.1 Negotiation skills H M L NA S 1 2 3 P1 P2 P3

12.3 Effective presentation skills H M L NA S 1 2 3 P1 P2 P3



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12.4 Effective communication skills H M L NA S 1 2 3 P1 P2 P3

12.5 Delegating effectively H M L NA S 1 2 3 P1 P2 P3

12.6 Managing conflict and difficult situations H M L NA S 1 2 3 P1 P2 P3

12.7 Professional report writing H M L NA S 1 2 3 P1 P2 P3

12.8 Successful business planning H M L NA S 1 2 3 P1 P2 P3

12.9 Leading innovation and change H M L NA S 1 2 3 P1 P2 P3

12.10 Practical leadership skills H M L NA S 1 2 3 P1 P2 P3

13.0 IT AND APPLICATION OF MODERN

TECHNOLOGY

13.1 Modern survey techniques including GIS/GPS H M L NA S 1 2 3 P1 P2 P3

13.2 HDM-4 H M L NA S 1 2 3 P1 P2 P3

13.3 Computer aided road and bridge design H M L NA S 1 2 3 P1 P2 P3

13.4 Computer aided system for investigating choices in investing in road transport infrastructure

H M L NA S 1 2 3 P1 P2 P3

13.5 Managing information using databases H M L NA S 1 2 3 P1 P2 P3

13.6 Database design and development tools H M L NA S 1 2 3 P1 P2 P3

13.7 System Network Security: Tools & Techniques H M L NA S 1 2 3 P1 P2 P3

13.8 Tools & Techniques for Information Systems Audit H M L NA S 1 2 3 P1 P2 P3

13.9 Microsoft Word™ 2010 H M L NA S 1 2 3 P1 P2 P3

13.10 Microsoft™ Excel 2010 H M L NA S 1 2 3 P1 P2 P3

13.11 Microsoft™ PowerPoint 2010 H M L NA S 1 2 3 P1 P2 P3

13.12 Microsoft™ Visio 2010 H M L NA S 1 2 3 P1 P2 P3

13.13 Microsoft™ Project 2010 H M L NA S 1 2 3 P1 P2 P3

13.14 Microsoft™ Access 2010 H M L NA S 1 2 3 P1 P2 P3

13.15 Microsoft™ Outlook 2010 H M L NA S 1 2 3 P1 P2 P3

13.16 Microsoft Dynamics™ SL H M L NA S 1 2 3 P1 P2 P3

13.17 In page – Urdu presentation H M L NA S 1 2 3 P1 P2 P3

13.18 Corel DRAW® X3 H M L NA S 1 2 3 P1 P2 P3

13.19 AutoCAD®

13.20 AutoCAD® Map 3D for Geospatial H M L NA S 1 2 3 P1 P2 P3

13.21 Adobe® Acrobat 9 Pro H M L NA S 1 2 3 P1 P2 P3

13.22 Others H M L NA S 1 2 3 P1 P2 P3

13.23 H M L NA S 1 2 3 P1 P2 P3



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SECTION D: LEARNING STYLE INVENTORY

1.0 Does NHA needs to have a Human Resource Development (HRD) / Training and

Development Strategy and training plan for building capacities (Knowledge, Skills and

Attitudes) of its staff?

Yes

No

2.0 If yes what kind of activities will help to develop employees professional capacity

a) Knowledge related Yes No

b) Skill related Yes No

c) Attitude related Yes No

3.0 What should be the relative focus between the knowledge, skill and attitude component of Human

Resource Development (HRD) / Training and Development Strategy? Indicate in % age out of 100

a) Knowledge related

b) Skill related

c) Attitude related

100%

4.0 Have you attended any training course? If yes, please provide brief information (specify about the

training organisation, training subject, duration and usefulness etc.

# Training Title Training Provider Duration

1

2

3

4

5

Please circle the four words that you would use to describe this learning experience.

Interesting Clear Slow Relevant Professional

Recommended Fast Engaging Challenging Worrying

Motivating Appropriate Adequate Confusing Comfortable

5.0 What sort of learner are you?

Reflector Theorists Activists Pragmatists

6.0 Please evaluate the appropriateness of the following training delivery options (Consider work related

factors like timings, locations etc.)

# Training Delivery Option Induction Regular Trainings

Very Useful Moderately

Useful Not Useful Very Useful

Moderately

Useful Not Useful

1.0 On- the-job techniques

1.1 Demonstration

1.2 Coaching

1.3 Mentoring

1.4 Job Rotation/Planned Experience

2.0 On-the-job or off-the-job techniques

2.1 Assignments

2.2 Projects

2.3 Guided Reading



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# Training Delivery Option Induction Regular Trainings

Very Useful Moderately

Useful Not Useful Very Useful

Moderately

Useful Not Useful

3.0 Off-the-job techniques

3.1 Lecture

3.2 Workshops

3.3 Group Exercises

3.4 Case Study

3.5 Role-Playing

3.6 Simulation

3.7 Assertiveness Training

3.8 Distance Learning

3.9 E-Learning

3.10 Outdoor Learning

GHK Consulting Limited Clerkenwell house,

67 Clerkenwell Road,

London EC1R 5BL, United Kingdom

Tel:+44(0)20 7611 1100 Fax:+44(0)20 3368 6900

E-mail: [email protected]

Internet: http://www.ghkint.com

GHK Pakistan (Private) Limited House No. 5, Officer Block,

Noor Pura Road, Muslium,

Faisalabad, Pakistan

Tel & Fax: +92 (0) 41 8817644-5

E-mail: [email protected]

Internet: http://www.ghkpak.com