DAY- 2

TRAINING NEED ASSESSMENT

Building Performance

“Remember, training is not what is ultimately important… performance is.”

Marc Rosenberg

Did you know...

“Not more than % of expenditures in training actually result in transfer to the job.”

Broad and Newstrom

6-10

Key Skill

Asking questions… ? ? ?

Asking the RIGHT questions!

Needs Assessment Definition

A needs assessment is the process of identifying performance requirements and the "gap" between what performance is required and what presently exists.

•SWOT ANALYSIS

Instructional Design Process

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE

Why ISD?

On the job performance

Classroom or other type of training or intervention

GAP

Analyze

What is the problem? Is it a training

problem? What skills and

knowledge should be included in the training program?

Who needs to be trained?

• Problem Analysis

• Performance Analysis

• Task/Competency Analysis

• Learner Analysis

Robert Mager

1. Define the problem?

2. Determine the importance– Is it worth solving?

3. Determine the cause(s)

4. Identify training vs. non-training

solutions

5. Select the best (most cost-effective)

solutions

P. 32

Step 2: Is it important?

• Why is it important?• What if you did nothing?• How big is it? (Quantify if possible)• Who cares?• “Is the cost of the discrepancy

high enough that it seems worth pursuing a solution?”

P. 34

If the answer is no…..

IGNORE

REJOICE

Step 3: Determine Cause(s)

Is it a problem of skill

or

a problem of will?

I don’t wanna! I don’t know

how.

I don’t want!

Yes, it is a skill deficiency

Arrange Formal Training

Arrange Practice

Arrange Feedback

Used to do it?

Used often?

no

yes

no

yes

Other questions

Change the Job

Arrange on-the-job training

Transfer or terminate

Simpler way?

Potential?

If a skill deficiency..

• Provide training• Provide practice• Provide feedback• Simplify the task• Develop a job aid• OJT• Transfer• Terminate

Yes, it is a problem of will...

Remove Punishment

Arrange Positive

Consequences

Arrange consequences

Performance punishing?

Non-performance rewarded?

Does performance matter?

P. 37

And one last question...

Obstacles? Remove

Obstacles

Step 4: To train or not to train?

• First determine cause(s)

• Only then look at possible solutions

• Seek integrated solution systems that get to the root of the problem

P. 39

Calculate cost

Select best solution(s)

Implement

To solve a performance issue

• Training may not be the answer

• Training may not be the only answer

Cause Solution

• If skill or knowledge……….training• If lack feedback……………..feedback, standards• If not motivated…………….rewards,

consequences• If unclear expectations…..std, measure, discuss• If job environment…………change environment• If potential……………………change personnel

P. 39

If training is the answer….

• Formal training• Self study• Technology based• Job related/workplace

approaches

P. 40

Outcomes of Problem and Performance Analysis

• More complete picture of problem

• Is it training? Is it training plus…

• Make solid recommendations

• If is training or job aid….on to task or competency analysis!

P. 42

TNA

• IPP

• APP

• TIN

PERFORMANCE PROBLEM

• WHAT SHOULD BE-WHAT IS

• SOLUTION IS POSSIBLE ONLY WHEN

PROBLEM IS IDENTIFIED AND ANALYSED

Desired Desired PerformancePerformance

Actual Actual PerformancePerformance

GapGap

Performance GapPerformance Gap

IDENTIFICATION OF PERFORMANCE PROBLEM

• REQUIRES

PRESCRIBED PEFORMANCE STANDARDS AND ACTUAL PERFORMANCE

• IF PRESCRIBED LEVELS OF PERFRMANCE NOT AVAILABLE

a. Compare with similar organisation

b. Compare with past performance

c. Benchmarking

d. Industry standards

e. Work study

ANALYSIS OF PERFORMANCE PROBLEMS

FOLLOWING FACTORS ARE IMPORTANT

•LEVEL OF THE PROBLEM

•DIMENSION OF THE PROBLEM

•SYMPTON/CAUSES ANALYSIS

•INDENTIFICATION OF LEARNING NEEDS

LEVELS OF THE PROBLEM

• ORGANISATIONAL LEVEL (KVS RESULT HAS DECLINED DUE TO SHORTAGE OF TEACHERS)

• DEPARTMENTAL LEVEL (ADMN COULD NOT RECRUIT TEACHERS)

• JOB LEVEL/PERSONAL LEVEL (TEACHERS WERE NOT TRAINED IN HOTS)

• TASK LEVEL ( 5 TEACHER COULD NOT COMPLETE SYLLABUS IN TIME)

FACTORS AFFECTING THE PERFORMANCE

• ENVIRONMENTAL DIMENSION

• BEHAVIOURAL DIMENSION

• MOTIVATIONAL DIMENSION

ENVIRONMENTAL DIMENSION

• LACK OF PROPER TOOLS

• ERRATIC APPLICATION OF REWARD AND PUNISHMENT

BEHAVIOURAL DIMENSION

• COMPLEX TASK

• INDIVIDUAL MAY NEW TO JOB/ORG

• ASSIGNMENT IS OCCASIONAL IN NATURE, MAY NOT HAVE MASTRY

MAY HAVE MULTIPLE DIMENSION

MOTIVATIONAL DIMENSION

• PERFORMANCE IS PUNISHING (MORE ASSIGNMENT)

• NON-PERFORMANCE IS NOT PUNISHED

• PERFORMANCE IS RISKY (REQUIRED TO ANSWER TOO MANY QUESTIONS)

SOLUTIONS

• MENTORING

• JOB AIDS (TIP SHEET, TASK GUIDANCE CHART)

• BROCHURES, CIRCULARS, MANUAL

• MORE TIME TO PRACTICE

TRANING NEEDS

• CONTEXT

• TARGETS GROUP

• AIM OF THE PROPOSED TRAINING

• CONSTRAINTS

• ROI

3 Factors Building Enthusiasm

• Equity/Fairness – People want to be treated fairly at work

• Achievement – People want to do important, useful work,

and be recognized for this

• Camaraderie – People want to enjoy good relationships

with their co-workers

Symptoms of performance problems

• Low productivity• Poor work quality• Too many errors• Wasted time• Accidents• Frustration• Absenteeism• Conflict with supervisors

• Lack of communication• Lack of confidence• Lack of teamwork• Long coffee breaks• Poor attitudes• Staff complaints• Student complaints• Equipment problems

Identifying Performance Problems

? Symptoms of a performance problem

Is there a difference between results wanted

and those achieved?

Is it worth the effort to rectify the discrepancy?

Don’t have a performance

problem

No

No

Yes

No

Use performance checklist to identify cause

Yes

Yes

EXERCISE IN PEFORMANCE PROBLEM

Methods for collecting data

• Data gathering is cornerstone of any needs assessment project

• Can be time consuming

Data Collection Methods

• Interviews

• Surveys/Questionnaires

• Focus Groups

• Observation

• Existing Data

Final Exam

• Why do we bother with needs analysis?

• Where does TNA fit in the SAT process?

• Is training the solution to most performance problems.

• What are at least 4 methods of collecting data?

• What is the key skill one must use in conducting an effective needs analysis?

“If you think training is expensive,try ignorance.”

Thank You!

•DAY-3

Design of Training Course

DESIGN

A plan or scheme conceived in the mind of

something to be done; the preliminary

conception of an idea that is to be carried

into effect by action.

Oxford English Dictionary

WHY DESIGN?WHY DESIGN?

•PROCESS STANDARDISATIONPROCESS STANDARDISATION

•UNIFORMITY IN IMPLEMENTATIONUNIFORMITY IN IMPLEMENTATION

•OPTIMISE PRODUCTIVITYOPTIMISE PRODUCTIVITY

•BETTER CLIENT UNDERSTANDINGBETTER CLIENT UNDERSTANDING

•TAKING CARE OF THE CONSTRAINTSTAKING CARE OF THE CONSTRAINTS

•PLAN ASSESSMENT PROCESSPLAN ASSESSMENT PROCESS

TT

AA

SS

KK

Desired levelDesired level

Existing LevelExisting Level

GapGap

PerformancePerformance

Organizational Analysis

Job Analysis

Task Analysis

TRAINING NEEDS

PERFORMANCE PROBLEM

•A PERFORMANCE PROBLEM IS A GAP BETWEEN A PERFORMANCE PROBLEM IS A GAP BETWEEN

DESIRED PERFORMANCE AND ACTUAL DESIRED PERFORMANCE AND ACTUAL

PERFORMANCEPERFORMANCE

•A DIFFERENCE BETWEEN A DIFFERENCE BETWEEN “WHAT IS”“WHAT IS” AND AND

“WHAT SHOULD BE”“WHAT SHOULD BE”

•AN INDEX OF DISSATISFACTION WITH THE AN INDEX OF DISSATISFACTION WITH THE

WORK BEING DONE.WORK BEING DONE.

PERFORMANCE PROBLEM

•TRAINING IS A POSSIBLE SOLUTION, TRAINING IS A POSSIBLE SOLUTION,

FOR A PROBLEMFOR A PROBLEM

•TRAINING IS NOT ALWAYS THE IDEAL TRAINING IS NOT ALWAYS THE IDEAL

SOLUTION FOR EVERY PROBLEMSOLUTION FOR EVERY PROBLEM

PERFORMANCE PERFORMANCE PROBLEMPROBLEM

TRAININGTRAINING

SATISFACTORY SATISFACTORY PERFORMANCEPERFORMANCE

ROLE OF DESIGN TEAMSFC

•SHARING PROBLEMSSHARING PROBLEMS

•USING IT FOR DESIGNUSING IT FOR DESIGN

•WORKING TOGETHERWORKING TOGETHER

•WILLING TO COLLABORATEWILLING TO COLLABORATE

•SHARED VIEWS / RESPONSIBILITIESSHARED VIEWS / RESPONSIBILITIES

•AVOID PRECONCEIVED SOLUTIONSAVOID PRECONCEIVED SOLUTIONS

•ACT AS CONSULTANTACT AS CONSULTANT

ROLE OF CONSULTANTFC

•COMMENTS FOR IMPROVEMENTCOMMENTS FOR IMPROVEMENT

•AVOID NEGATIVE STATEMENTSAVOID NEGATIVE STATEMENTS

•PROVIDE SUGGESTIONS.PROVIDE SUGGESTIONS.

•NO FAULT FINDINGNO FAULT FINDING

DESIGN DESIGN CONSTRAINTSCONSTRAINTS

• POLICY POLICY

• PRIORITYPRIORITY

• BUDGET BUDGET

• TRAINERS TRAINERS

• TRAINEESTRAINEES

• RESOURCESRESOURCES

• LOCATIONLOCATION

• TIMETIME

CONSTRAINTS EXERCISECONSTRAINTS EXERCISEFC

• IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN • COMPLETE DESIGN BRIEF COVERING FOLLOWING COMPLETE DESIGN BRIEF COVERING FOLLOWING POINTS:POINTS:

-- TITLE or TOPIC TITLE or TOPIC - CLIENT or ORGANISATION - CLIENT or ORGANISATION - PERFORMANCE PROBLEM- PERFORMANCE PROBLEM - TRAINING NEED- TRAINING NEED - TARGET GROUP- TARGET GROUP - CONSTRAINTS- CONSTRAINTS - AIM OF TRAINING- AIM OF TRAINING - BENEFITS- BENEFITS

• CONSULTANTS TO REVIEW & GIVE FEEDBACKCONSULTANTS TO REVIEW & GIVE FEEDBACK•DESIGN TEAM TO PRESENT DESIGN BRIEFDESIGN TEAM TO PRESENT DESIGN BRIEF

DESIGN BRIEFDESIGN BRIEF

• TITLE or TOPIC TITLE or TOPIC • CLIENT or ORGANISATIONCLIENT or ORGANISATION • PERFORMANCE PROBLEMPERFORMANCE PROBLEM• TRAINING NEEDTRAINING NEED• TARGET GROUPTARGET GROUP•CONSTRAINTSCONSTRAINTS•AIM OF TRAININGAIM OF TRAINING• BENEFITS BENEFITS

Learning Unit, Course & Training Learning Unit, Course & Training ProgrammeProgramme

Learning Unit

Dealing withlearning requiredfor a single task.

TrainingTrainingProgrammeProgramme

Dealing withlearning whole, or part of, a job or occupation

DESIGN PERSPECTIVESDESIGN PERSPECTIVES

Training Training ProgrammeProgramme

Training Training CourseCourse

Learning Learning UnitUnit

Learning Curve

Time

Per

form

ance

Time

TRAINING STRATEGYTRAINING STRATEGYP

erfo

rman

ce

Learning CurveLearning Curve

On Job Training

Course

Time

TRAINING STRATEGYTRAINING STRATEGYP

erfo

rman

ce

Learning CurveLearning Curve

2. Word Processing 2. Word Processing SkillsSkills

1. Keyboard skills

The Learning UnitThe Learning Unit

Objective

EntryBehaviour

PerformanceAssessment

Learning Event

FEEDBACK

TASK : Overhead Projector

Describe it ?

Use it?

Set it up ?

Service it ?

Which model ?

Where is it to be used ?

What about a stand, screen ?

Image correctly positioned?

Is it square, in focus, no keystone ?

Visible to audience ?

Use of machine, on/off, masking ?

PERFORMANCE

CONDITIONS

STANDARDS

OBJECTIVES: OBJECTIVES: CONDITIONS AND CONDITIONS AND STANDARDSSTANDARDS

Time Vs ObjectivesTime Vs Objectives

Performance Performance ObjectiveObjective

Training Training ObjectiveObjective

Time

Per

form

ance

AIM

TRAININGTRAININGOBJECTIVEOBJECTIVE

TRAININGTRAININGOBJECTIVEOBJECTIVE

TRAININGOBJECTIVE

ENABLINGOBJECTIVE

ENABLINGOBJECTIVE

ENABLINGOBJECTIVE

ENABLINGOBJECTIVE

AIM & OBJECTIVESAIM & OBJECTIVES

Bloom’s Taxonomy

70

• Levels of Cognition– Knowledge (verbal recall)– Comprehension– Application– Analysis– Synthesis– Evaluation

KnowledgeKnowledge

EvaluationEvaluation

The Story of Goldilocks and the Three Bears

• Once upon a time, there was a little girl named Goldilocks.  She  went for a walk in the forest.  Pretty soon, she came upon a house.  She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry.  She tasted the porridge from the first bowl. 

• "This porridge is too hot!" she exclaimed.• So, she tasted the porridge from the second bowl.• "This porridge is too cold," she said• So, she tasted the last bowl of porridge.• "Ahhh, this porridge is just right," she said happily and she ate

it all up.

The Story of Goldilocks and the Three Bears

• After she'd eaten the three bears' breakfasts she decided she was feeling a little tired.  So, she walked into the living room where she saw three chairs.  Goldilocks sat in the first chair to rest her feet.   

• "This chair is too big!" she exclaimed.• So she sat in the second chair.• "This chair is too big, too!"  she whined.• So she tried the last and smallest chair.• "Ahhh, this chair is just right," she sighed.  But just as she

settled down into the chair to rest, it broke into pieces!

The Story of Goldilocks and the Three Bears

• As she was sleeping, the three bears came home. • "Someone's been eating my porridge," growled the Papa

bear.• "Someone's been eating my porridge," said the Mama bear.• "Someone's been eating my porridge and they ate it all up!"

cried the Baby bear.• "Someone's been sitting in my chair," growled the Papa bear.• "Someone's been sitting in my chair," said the Mama bear.• "Someone's been sitting in my chair and they've broken it all

to pieces," cried the Baby bear.

The Story of Goldilocks and the Three Bears

• They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed,"

• "Someone's been sleeping in my bed, too" said the Mama bear

• "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears.  She screamed, "Help!"  And she jumped up and ran out of the room.  Goldilocks ran down the stairs, opened the door, and ran away into the forest.  And she never returned to the home of the three bears.

Applying Bloom’s

• Knowledge – List the items used by Goldilocks while she was in the Bears’ house.

• Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best.

• Application – Demonstrate what Goldilocks would use if she came to your house.

• Analysis – Compare this story to reality. What events could not really happen.

• Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish.

• Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion.

Using the story Goldilocks and the Three Bears

TRAINING OBJECTIVES• Categories of knowledge and skill

HUMAN FACTORS• Trainer• Trainee's learning style & EB• Number of trainees

CHOICE OF

METHOD

RESOURCE AVAILABILITY

• Time• Budget• Facilities

LEARNING PRINCIPLES • Motivation• Participation• Practice• Feedback• Flexibility• Transfer

SUBJECT AREA• Reproductive• Productive• Inter Disciplinary

DETERMINING FACTORSDETERMINING FACTORS

FLIP CHART-D3/1

TRAINING METHODS EXERCISE

– CHOOSE ONE LEARNING UNIT WITH ITS TRAINING AND ENABLING OBJECTIVES

– DISCUSS WHICH METHODS CAN BE USED– SELECT METHOD(S) AGAINST EACH OBJECTIVE

TAKING INTO ACCOUNT THE EVALUATION CRITERIA

– HAND OVER TO CONSULTANTS WHO WILL PROVIDE FEEDBACK

– DESIGN TEAMS TO PRESENT IN THE PLENARY

PERFORMANCE AID

FormalTraining

PerformanceAid

ENTRY BEHAVIOUR

TTAASSKK

PERFORMANCEPERFORMANCEGAPGAP

DECIDING CONTENT

COULDCOULD

SHOULDSHOULD

MUSTMUST

OBJECTIVE

of trainingBenefits

of not trainingof not trainingST

AN

DA

RD

O

F

PE

RF

OR

MA

NC

ES

TA

ND

AR

D

OF

P

ER

FO

RM

AN

CETraining-Cost and BenefitTraining-Cost and Benefit

COSTCOST

DESIGN PRESENTATION PARAMETERSDESIGN PRESENTATION PARAMETERS

Title or TopicTitle or Topic

NeedNeed

Entry BehaviourEntry Behaviour

Key constraintsKey constraints

Aim of the trainingAim of the training

Training and enabling objectivesTraining and enabling objectives

Proposed training strategyProposed training strategy

Proposed validation measuresProposed validation measures

Outline timetableOutline timetable

BudgetBudget

Action plan to develop designAction plan to develop design

EXERCISE

LOST AT SEA

PREPARING A TRAINING PROPOSAL