Competency Development
Competency Frameworks
Competency-Based Training Needs Analysis
Establishing what people cannot yet do, and whether training is the right response to it.
- Duration
- 5 days
- Contact hours
- 30
- Level
- Intermediate
- Fee from
- On enquiry
Overview
A training needs analysis usually produces a list of courses people asked for. That is a wants list, and spending against it is why training budgets are the first thing cut: nobody can show what changed. A real analysis starts from the work, defines the standard, assesses against it, and then asks whether the gap is capability at all, because a great deal of what arrives as a training request is a process, tooling or management problem that training cannot fix. This week builds the analysis and the honest conclusion.
Who should attend
Learning and development officers and managers, HR business partners, competency and technical training coordinators, and line managers who commission training.
What you will be able to do
- Define a competency in terms of what somebody does, at what standard.
- Assess against the standard with evidence rather than with self rating.
- Separate a capability gap from a process, tooling or management problem.
- Prioritise gaps by consequence rather than by volume of requests.
- Specify an intervention so its effect can be measured afterwards.
How it is taught
Short input, then work, across 5 days of roughly 6 teaching hours each. Exercises run on situations delegates bring rather than on a case study written for a different organisation. Cohorts are capped so that everybody is asked something.
Available as classroom, live online, in house.
Programme outline
Day 1
Starting from the work
- What the role has to produce, and to what standard
- Competency as an observable action rather than an attribute
- Levels, and avoiding a framework nobody can assess against
- Involving the people who do the work
Day 2
Assessment
- Evidence of competence, and what counts
- Self assessment, and why it is the weakest source
- Observation, work product and structured questioning
- Assessor consistency, and checking it
Day 3
Diagnosing the gap
- Capability against process, tooling and management
- Requests that arrive as training and are something else
- Saying no to a training request, with the reason
- Where the gap is a recruitment or structure problem
Day 4
Prioritising and specifying
- Consequence of the gap rather than count of requests
- Build, buy or on the job
- Specifying an intervention so its effect is measurable
- Sequencing against operational constraints
Day 5
Afterwards
- Reassessing against the same standard
- Transfer to the job, and what blocks it
- Reporting to a budget holder in their terms
- Keeping the framework current as the work changes
What you leave with
- A competency framework for one role, written in observable terms.
- An assessment method with evidence requirements defined.
- A prioritised plan separating training needs from other causes.
Dates and fees
| Dates | Location | Format | Fee |
|---|---|---|---|
| 23 to 27 November 2026 | Cairo, Egypt | Classroom | US$1,500 |
| 30 November 2026 to 4 December 2026 | Port Louis, Mauritius | Classroom | US$1,500 |
| 7 to 11 December 2026 | Gaborone, Botswana | Classroom | R15,000 |
| 14 to 18 December 2026 | Lagos, Nigeria | Classroom | US$1,500 |
Fees are per delegate and cover tuition, all programme materials and the certificate. Travel, accommodation and visas are arranged by the delegate. Registration closes two weeks before a programme starts.
Certificate
A GATI certificate recording what was attended, issued after the programme has run and attendance has been taken. Attending at least 80 per cent of the days earns a certificate of completion; attending less earns a certificate of attendance stating exactly what was attended. Every certificate carries a code that anybody can check against GATI's own record.
It records participation. and GATI does not claim one it does not hold.