What are the common sources of resistance or conflict among stakeholders in training needs analysis?

1 Lack of support

One of the main sources of resistance or conflict in TNA is the lack of support or commitment from the senior management or the direct supervisors of the potential learners. These stakeholders may not see the value or relevance of the training, or may have competing priorities or budget constraints that limit their willingness to allocate time, resources, or support for the TNA. They may also resist the TNA if they perceive it as a threat to their authority, autonomy, or status, or if they fear that the training may expose their own weaknesses or gaps.

To overcome this source of resistance or conflict, it is important to involve the senior management and the direct supervisors in the TNA process from the beginning. They should be consulted and informed about the purpose, scope, methods, and benefits of the TNA, and how it aligns with the organizational goals and strategies. They should also be given opportunities to provide input, feedback, or suggestions for the TNA, and to participate in the data collection or analysis. Moreover, they should be encouraged to communicate and endorse the TNA to their subordinates and peers, and to create a supportive and conducive environment for the training.

2 Mismatched expectations

Another source of resistance or conflict in TNA is the mismatched expectations among the stakeholders regarding the training needs, goals, methods, or outcomes. These stakeholders may have different views or assumptions about what the learners need to learn, why they need to learn it, how they should learn it, or what they should achieve after learning it. These views or assumptions may be influenced by their own experiences, preferences, beliefs, or biases. For example, some stakeholders may prefer formal or structured training, while others may prefer informal or self-directed learning. Some stakeholders may focus on the individual or technical aspects of the learning, while others may focus on the team or behavioral aspects.

To overcome this source of resistance or conflict, it is essential to clarify and align the expectations among the stakeholders in the TNA process. This can be done by conducting a thorough and transparent stakeholder analysis, which identifies and maps out the roles, responsibilities, interests, needs, and expectations of the stakeholders in relation to the training. It can also be done by establishing clear and realistic training objectives, criteria, and indicators, which define and measure the expected outcomes and impacts of the training. Furthermore, it can be done by selecting and using appropriate and diverse data sources and methods, which capture and reflect the various perspectives and evidence of the training needs and gaps.

3 Fear of change

A third source of resistance or conflict in TNA is the fear of change among the learners or other stakeholders. These stakeholders may resist the TNA if they feel anxious, insecure, or threatened by the potential changes that the training may bring to their work processes, roles, relationships, or performance. They may also resist the TNA if they lack confidence, motivation, or readiness to learn new things or to apply them in their work context. They may perceive the training as a punishment, a criticism, or a waste of time, rather than as an opportunity, a reward, or a benefit.

To overcome this source of resistance or conflict, it is crucial to address the emotional and psychological aspects of the learners and other stakeholders in the TNA process. This can be done by building trust and rapport with them, by listening to their concerns and fears, by acknowledging and appreciating their strengths and achievements, and by providing them with positive and constructive feedback. It can also be done by creating a learning culture and climate in the organization, by promoting the values and benefits of learning, by rewarding and recognizing the learning efforts and outcomes, and by providing them with support and guidance for the learning transfer and application.

4 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?