The impact of training needs assessment on the performance of employees, evidence from Ghana education service in the Kassna Nankana Municipality

Abstract

The study aimed at assessing the effect of conducting Training Needs Assessment (TNA) on basic school teachers before trainings at the Ghana Education Service (GES) in the Kasena/Nankana Municipal. The study adopted quantitative research approach. Descriptive and inferential statistics design was used. In this study, a sample of 319 basic schools teachers was recruited. Questionnaire was used to gather information from the sampled teachers. Statistical package was used to process all the gathered data. The study found that conducting performance appraisal of teachers, comparing the current abilities of teachers and the new requirements of work, and job descriptions of teachers, are the major Training Needs Assessment (TNA) method used by Ghana Education Service (GES) in Kasena/Nankana Municipality before training teachers. It appeared from the study that training needs assessment (TNA) makes it possible for teachers to develop their potentials, and improve the effectiveness of teachers in performing assigned tasks. The study found a positive and significant relationship between teacher needs assessment and teachers performance. It was concluded that training cannot be effective if the performance is not first identified and analyzed. The study recommended that GES should see TNA as an important exercise that should be carried out before designing any training programme since it will lead to the implementation of appropriate training that will equip teachers with the requisite knowledge and skills for the performance of their present and future job assignments.