Training and Professional Development Training Needs Analysis
HSU Training and Professional Development – Training Needs Analysis
Page 2
Table of Contents
Introduction .................................................................................................................................................. 3
Data ............................................................................................................................................................... 4
Response Rates ......................................................................................................................................... 4
Staff ....................................................................................................................................................... 4
Management ......................................................................................................................................... 5
Summary ............................................................................................................................................... 5
The Staff Survey ........................................................................................................................................ 6
Staff Survey Results by Division ............................................................................................................ 8
Management Survey ............................................................................................................................... 17
Management Survey Results by Division ............................................................................................ 19
Division Feedback ................................................................................................................................... 29
Questions and Input ............................................................................................................................. 29
Analysis with Actions Moving Forward ....................................................................................................... 34
Staff Results ............................................................................................................................................ 34
Staff Soft Skills Training ....................................................................................................................... 35
Staff Technical Training ....................................................................................................................... 35
Course Series ....................................................................................................................................... 36
Lead/Supervisor Training .................................................................................................................... 37
Management Results .............................................................................................................................. 37
HSU Training and Professional Development – Training Needs Analysis
Page 3
Introduction
In an ongoing effort to serve the dynamic organizational development needs of Humboldt State
University’s (HSU) staff and management, the Training and Professional Development unit of
the Human Resources and Academic Personnel Services department conducted a training
needs analysis in October through December of 2015. The analysis is synthesized from data
gathered using two methods, a survey and meetings with established leadership teams.
The training needs survey was created by Training and Professional Development and
administered by Institutional Research. Surveys were distributed to all HSU staff and
management/leads through Survey Monkey. Two distinct surveys were created and
administered to address the differing needs of these two groups, thus employees and
management/leads received different surveys.
With survey results summarized, meetings were offered to the leadership teams of all four
university divisions from November 30 through December 23, 2015. Meetings were conducted
with leadership teams from the Academic Affairs division and the Student Affairs division to
provide those groups with an overview of the survey data and as an opportunity to comment
directly on their training needs and priorities. Academic Affairs and University Advancement
Divisions were contacted, but were unable to meet in the short timeframe required to produce
this report. Regardless, ongoing feedback regarding the data impacting those divisions is
welcomed.
Analysis was completed through ranking survey responses and summarizing qualitative
feedback. This document summarizes the qualitative and quantitative survey results and
division feedback. Recommendations are drawn from this data that will direct training and
professional development offerings in 2016.
HSU Training and Professional Development – Training Needs Analysis
Page 4
Data
Response Rates
Staff
Surveys were distributed to 634 staff, 208 were completed, equivalent to a 33% response rate.
Responses by division are provided to illustrate the relative influence of the various divisions on
the results discussed in this report.
HSU Training and Professional Development – Training Needs Analysis
Page 5
Management
Surveys were distributed to 108 managers (to include MPP and lead staff), 51 were completed,
equivalent to a 47% response rate. Responses by division are provided to illustrate the relative
influence of the various divisions on the results discussed in this report.
Summary
It is the opinion of Training and Professional Development and Institutional Research that this
survey received a strong overall response rate and is therefore a valid indicator of
measurement. Some employees and managers did not submit surveys despite automated
reminders.
HSU Training and Professional Development – Training Needs Analysis
Page 6
The Staff Survey
The staff survey was divided into three sections. The first two sections, labeled respectively
Interpersonal Dimensions of Work and Technical Dimensions of Work, asked staff to self-report
on the primary knowledge and skills they utilize in their current job role. The third section of
the survey asked staff to rate their level of interest in 24 potential training courses and included
a write-in option. Respondents answered using a 5 point Likert scale, where 1 represented the
lowest rating and 5 is the highest rating.
Responses were ranked using a weighted average to determine the top 5 and top 10 responses
across HSU divisions. The first two sections were combined to rank knowledge and skills
together across the interpersonal and technical dimensions. Training interests were ranked
using the same process. The overall results are summarized on the following page.
Question Group DescriptionQ3 Area identify withQ4 Job Requirements: Interpersonal DimensionQ5 Job Requirements: Technical DimensionQ6 Interests
Staff Question Groups
HSU Training and Professional Development – Training Needs Analysis
Page 7
Question Weighted AverageQ4- Maintain a resilient attitude to an ever changing work environment 4.47Q5 - Use HSU’s enterprise computer systems 3.68Q4 - Observe proper Occupational Health and Safety Standards 3.63Q5 - Document my work processes 3.59Q4 - Proactively find rewarding aspects of my job 3.50Q4- Provide leadership 3.41Q4 - Engage in cross cultural communication 3.36Q4 - Interact directly with students (other than student workers) to solve issues 3.27Q4 - Identify resources at HSU which will help me perform better 3.25Q4 - Train another employees how to perform a task 3.12Q5 - Analyze data 3.08Q4 - Resolve interpersonal conflicts 3.07Q5 - Learn to use technology that I am not proficient in 3.01Q4 - Plan projects and lead project teams 2.84Q4 - Facilitate meetings 2.82Q5 - Develop informational materials 2.71Q4 - Pursue professional certifications to increase my value in current or future job roles 2.69Q4 - Present to groups 2.68Q5 - Create large reports and complex documents 2.56Q5 - Create forms to collect data from internal or external stakeholders 2.32Q5 - Utilize social media 2.07Q5 - Maintain departmental websites 2.04Q4 - Perform physical work in situations that could be hazardous 1.77
Staff Combined Knowledge and Skill Areas
Question Weighted AverageQ6 - Use Microsoft Office applications, such as Excel, Word and PowerPoint 3.33Q6 - Cross cultural communication 3.26Q6 - Strategies for organizing work 3.24Q6 - Use technology to plan for succession. 3.21Q6 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets 3.16Q6 - Leadership behaviors and commitments 3.14Q6 - Strategies for dealing with change 3.12Q6 - Models, frameworks, and tips for thinking strategically 3.11Q6 - The art of negotiation 3.09Q6 - Understanding intrinsic and extrinsic motivation 2.94Q6 - Document work processes using available technology tools. 2.93Q6 - Project management standards 2.93Q6 - Customer service strategies 2.90Q6 - HSU’s technology systems: An overview of what they are, do and how they work together 2.89Q6 - Use PeopleSoft to complete my business processes. 2.87Q6 - Build forms with LiveCycle (PDF), Drupal Webform and Google Forms 2.80Q6 - Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator 2.77Q6 - Creating and maintaining a budget 2.70Q6 - Process and archive documents using Nolij; or HSU’s document management system 2.48Q6 - Create reports utilizing Oracle Business Intelligence (OBI) 2.45Q6 - Creating and editing websites with Drupal 2.44Q6 - Phone and Email etiquette 2.25Q6- Employ social media for marketing and communication. 2.25Q6 - Record computer-based processes with Camtasia. 1.85
Staff Courses Interested In
HSU Training and Professional Development – Training Needs Analysis
Page 8
Staff Survey Results by Division
The training survey was administered through Institutional Research and followed all
Institutional Review Board (IRB) protocol. No identifying information was forwarded to Training
and Professional Development. The information provided allowed staff jobs to be categorized
according to the Integrated Post-Secondary Education Data System (IPEDS). Staff responses
were analyzed by Division and further divided by IPEDS category. Applying these filters allowed
the training staff to more accurately refine training needs based on job function and Division.
The graphics that follow present staff responses in each organizational division by knowledge
and skills performed and training interests. The survey distributed to staff utilized a Likert scale
(e.g. not at all, a little, some, often, always), which was later converted into a five point Likert
scale 1 (low) through 5 (high) for ease of reporting. To emphasize survey responses
representing none, low and high interest, responses were grouped. Thus, response 2 and 3
were grouped (low) and response 4 and 5 were grouped (high). The lowest value (1),
representing no interest or requirement, was left independent. A stacked bar graph was
developed from these groupings to demonstrate a trend in how employees answered each
question. The following eight pages display results of the employee data.
HSU Training and Professional Development – Training Needs Analysis
Page 9
Administrative Affairs Knowledge and Skills – Staff, Ranked
48%
37%
72%
46%
43%
30%
30%
4%
50%
16%
15%
4%
24%
39%
9%
11%
7%
17%
4%
9%
0%
4%
2%
41%
50%
15%
39%
39%
48%
48%
73%
28%
58%
57%
67%
48%
24%
54%
50%
49%
39%
42%
35%
30%
24%
11%
11%
13%
13%
15%
17%
22%
22%
22%
22%
27%
28%
28%
28%
37%
37%
39%
44%
43%
53%
57%
70%
72%
87%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q5 - Utilize social media
Q4 - Present to groups
Q5 - Maintain departmental websites
Q5 - Develop informational materials
Q5 - Create forms to collect data from internal or external stakeholders
Q4 - Facilitate meetings
Q4 - Plan projects and lead project teams
Q4 - Engage in cross cultural communication
Q4 - Perform physical work in situations that could be hazardous
Q4 - Resolve interpersonal conflicts
Q4 - Pursue professional certifications to increase my value in current or future job roles
Q5 - Learn to use technology that I am not proficient in
Q4 - Interact directly with students (other than student workers) to solve issues
Q5 - Create large reports and complex documents
Q4- Provide leadership
Q4 - Train another employees how to perform a task
Q4 - Identify resources at HSU which will help me perform better
Q5 - Analyze data
Q4 - Proactively find rewarding aspects of my job
Q5 - Use HSU’s enterprise computer systems
Q4 - Observe proper Occupational Health and Safety Standards
Q5 - Document my work processes
Q4- Maintain a resilient attitude to an ever changing work environment
ADM
INIS
TRAT
IVE
AFFA
IRS
Training Needs Analysis - Staff Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 10
Student Affairs Knowledge and Skills – Staff, Ranked
56%
46%
41%
69%
51%
8%
18%
15%
26%
13%
10%
24%
10%
10%
11%
0%
8%
5%
8%
13%
0%
3%
0%
41%
46%
51%
18%
36%
74%
64%
64%
54%
59%
62%
45%
49%
46%
38%
41%
31%
33%
31%
26%
36%
24%
10%
3%
8%
8%
13%
13%
18%
18%
21%
21%
28%
28%
32%
41%
44%
51%
59%
62%
62%
62%
62%
64%
74%
90%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q5 - Utilize social media
Q5 - Create forms to collect data from internal or external stakeholders
Q5 - Create large reports and complex documents
Q5 - Maintain departmental websites
Q4 - Perform physical work in situations that could be hazardous
Q5 - Learn to use technology that I am not proficient in
Q4 - Plan projects and lead project teams
Q5 - Analyze data
Q5 - Develop informational materials
Q4 - Facilitate meetings
Q4 - Present to groups
Q4 - Pursue professional certifications to increase my value in current or future job roles
Q4 - Identify resources at HSU which will help me perform better
Q4 - Resolve interpersonal conflicts
Q4 - Proactively find rewarding aspects of my job
Q5 - Document my work processes
Q4 - Train another employees how to perform a task
Q4 - Engage in cross cultural communication
Q5 - Use HSU’s enterprise computer systems
Q4 - Observe proper Occupational Health and Safety Standards
Q4- Provide leadership
Q4 - Interact directly with students (other than student workers) to solve issues
Q4- Maintain a resilient attitude to an ever changing work environment
STU
DEN
T AF
FAIR
S
Training Needs Analysis - Staff Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 11
University Advancement Knowledge and Skills – Staff, Ranked
67%
8%
0%
17%
0%
33%
25%
8%
42%
42%
8%
8%
33%
25%
33%
0%
42%
8%
17%
33%
8%
8%
0%
33%
83%
92%
75%
83%
50%
58%
75%
42%
42%
75%
67%
42%
50%
42%
75%
33%
58%
50%
33%
58%
42%
8%
0%
8%
8%
8%
17%
17%
17%
17%
17%
17%
17%
25%
25%
25%
25%
25%
25%
33%
33%
33%
33%
50%
92%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q4 - Perform physical work in situations that could be hazardous
Q4 - Train another employees how to perform a task
Q4 - Identify resources at HSU which will help me perform better
Q4 - Resolve interpersonal conflicts
Q4 - Engage in cross cultural communication
Q4 - Pursue professional certifications to increase my value in current or future job roles
Q4 - Interact directly with students (other than student workers) to solve issues
Q4 - Present to groups
Q5 - Create forms to collect data from internal or external stakeholders
Q5 - Use HSU’s enterprise computer systems
Q5 - Learn to use technology that I am not proficient in
Q4- Provide leadership
Q5 - Create large reports and complex documents
Q5 - Utilize social media
Q5 - Develop informational materials
Q4 - Facilitate meetings
Q5 - Maintain departmental websites
Q4 - Plan projects and lead project teams
Q4 - Proactively find rewarding aspects of my job
Q5 - Analyze data
Q5 - Document my work processes
Q4 - Observe proper Occupational Health and Safety Standards
Q4- Maintain a resilient attitude to an ever changing work environment
UN
IVER
SITY
AD
VAN
CEM
ENT
Training Needs Analysis - Staff Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 12
Academic Affairs Knowledge and Skills – Staff, Ranked
70%
24%
38%
38%
19%
11%
14%
11%
7%
2%
5%
16%
11%
8%
11%
7%
7%
6%
9%
7%
13%
10%
0%
23%
57%
41%
41%
58%
61%
55%
53%
56%
60%
56%
43%
44%
47%
42%
45%
44%
43%
40%
42%
32%
25%
11%
7%
19%
21%
22%
23%
27%
32%
35%
38%
38%
40%
41%
44%
45%
47%
48%
49%
52%
51%
51%
56%
65%
89%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q4 - Perform physical work in situations that could be hazardous
Q4 - Pursue professional certifications to increase my value in current or future job roles
Q5 - Utilize social media
Q5 - Maintain departmental websites
Q5 - Create forms to collect data from internal or external stakeholders
Q4 - Present to groups
Q5 - Create large reports and complex documents
Q4 - Facilitate meetings
Q4 - Train another employees how to perform a task
Q5 - Learn to use technology that I am not proficient in
Q4 - Resolve interpersonal conflicts
Q4 - Plan projects and lead project teams
Q5 - Develop informational materials
Q4 - Identify resources at HSU which will help me perform better
Q5 - Analyze data
Q4 - Engage in cross cultural communication
Q4- Provide leadership
Q5 - Document my work processes
Q4 - Proactively find rewarding aspects of my job
Q4 - Observe proper Occupational Health and Safety Standards
Q4 - Interact directly with students (other than student workers) to solve issues
Q5 - Use HSU’s enterprise computer systems
Q4- Maintain a resilient attitude to an ever changing work environment
ACAD
EMIC
AFF
AIRS
Training Needs Analysis - Staff Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 13
Administrative Affairs Interests
56%
63%
64%
11%
25%
24%
20%
9%
5%
32%
4%
35%
34%
18%
11%
0%
14%
0%
9%
14%
5%
16%
2%
4%
40%
30%
25%
68%
55%
56%
59%
67%
68%
41%
69%
37%
34%
50%
58%
66%
50%
63%
53%
47%
55%
44%
49%
40%
4%
7%
11%
20%
20%
20%
20%
23%
27%
27%
27%
28%
32%
32%
31%
34%
36%
37%
38%
40%
41%
40%
49%
56%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6- Employ social media for marketing and communication.
Q6 - Record computer-based processes with Camtasia.
Q6 - Creating and editing websites with Drupal
Q6 - Cross cultural communication
Q6 - Phone and Email etiquette
Q6 - Build forms with LiveCycle (PDF), Drupal Webform and Google Forms
Q6 - Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator
Q6 - Understanding intrinsic and extrinsic motivation
Q6 - Models, frameworks, and tips for thinking strategically
Q6 - Creating and maintaining a budget
Q6 - Customer service strategies
Q6 - Create reports utilizing Oracle Business Intelligence (OBI)
Q6 - Process and archive documents using Nolij; or HSU’s document management system
Q6 - HSU’s technology systems: An overview of what they are, do and how they work together
Q6 - Project management standards
Q6 - Strategies for organizing work
Q6 - Leadership behaviors and commitments
Q6 - Strategies for dealing with change
Q6 - The art of negotiation
Q6 - Document work processes using available technology tools.
Q6 - Use technology to plan for succession.
Q6 - Use PeopleSoft to complete my business processes.
Q6 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets
Q6 - Use Microsoft Office applications, such as Excel, Word and PowerPoint
ADM
INIS
TRAT
IVE
AFFA
IRS
Training Needs Analysis - Staff Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 14
Student Affairs Interests
69%
26%
41%
45%
12%
55%
30%
6%
30%
36%
39%
30%
12%
3%
6%
12%
12%
6%
6%
9%
18%
9%
12%
0%
25%
59%
44%
36%
70%
27%
48%
70%
45%
39%
33%
42%
62%
70%
61%
56%
55%
58%
52%
47%
36%
44%
39%
47%
6%
15%
16%
18%
18%
18%
21%
24%
24%
24%
27%
27%
26%
27%
33%
32%
33%
36%
42%
44%
45%
47%
48%
53%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6 - Record computer-based processes with Camtasia.
Q6 - Phone and Email etiquette
Q6- Employ social media for marketing and communication.
Q6 - Creating and editing websites with Drupal
Q6 - Project management standards
Q6 - Create reports utilizing Oracle Business Intelligence (OBI)
Q6 - Creating and maintaining a budget
Q6 - Customer service strategies
Q6 - Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator
Q6 - Use PeopleSoft to complete my business processes.
Q6 - Process and archive documents using Nolij; or HSU’s document management system
Q6 - Build forms with LiveCycle (PDF), Drupal Webform and Google Forms
Q6 - HSU’s technology systems: An overview of what they are, do and how they work together
Q6 - The art of negotiation
Q6 - Understanding intrinsic and extrinsic motivation
Q6 - Strategies for dealing with change
Q6 - Document work processes using available technology tools.
Q6 - Use technology to plan for succession.
Q6 - Strategies for organizing work
Q6 - Models, frameworks, and tips for thinking strategically
Q6 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets
Q6 - Use Microsoft Office applications, such as Excel, Word and PowerPoint
Q6 - Leadership behaviors and commitments
Q6 - Cross cultural communication
STU
DEN
T AF
FAIR
S
Training Needs Analysis - Staff Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 15
University Advancement Interests
55%
27%
64%
9%
18%
27%
45%
27%
45%
9%
0%
55%
18%
9%
36%
0%
27%
9%
18%
0%
27%
10%
0%
9%
36%
64%
27%
73%
64%
55%
36%
55%
27%
64%
73%
18%
55%
64%
36%
64%
36%
55%
45%
55%
27%
40%
55%
36%
9%
9%
9%
18%
18%
18%
18%
18%
27%
27%
27%
27%
27%
27%
27%
36%
36%
36%
36%
45%
45%
50%
45%
55%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6 - Process and archive documents using Nolij; or HSU’s document management system
Q6 - Phone and Email etiquette
Q6 - Record computer-based processes with Camtasia.
Q6 - Customer service strategies
Q6 - HSU’s technology systems: An overview of what they are, do and how they work …
Q6 - Build forms with LiveCycle (PDF), Drupal Webform and Google Forms
Q6 - Use PeopleSoft to complete my business processes.
Q6 - Creating and editing websites with Drupal
Q6- Employ social media for marketing and communication.
Q6 - Strategies for dealing with change
Q6 - The art of negotiation
Q6 - Create reports utilizing Oracle Business Intelligence (OBI)
Q6 - Document work processes using available technology tools.
Q6 - Models, frameworks, and tips for thinking strategically
Q6 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets
Q6 - Understanding intrinsic and extrinsic motivation
Q6 - Use Microsoft Office applications, such as Excel, Word and PowerPoint
Q6 - Use technology to plan for succession.
Q6 - Creating and maintaining a budget
Q6 - Leadership behaviors and commitments
Q6 - Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator
Q6 - Strategies for organizing work
Q6 - Cross cultural communication
Q6 - Project management standards
UN
IVER
SITY
AD
VAN
CEM
ENT
Training Needs Analysis - Staff Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 16
Academic Affairs Interests
37%
40%
34%
31%
20%
35%
19%
16%
13%
28%
22%
8%
11%
19%
18%
11%
17%
11%
20%
12%
11%
11%
16%
5%
51%
43%
41%
41%
51%
34%
47%
49%
50%
36%
41%
54%
52%
43%
45%
50%
45%
49%
40%
48%
48%
44%
40%
49%
12%
17%
25%
28%
29%
30%
34%
35%
37%
36%
37%
37%
37%
37%
37%
39%
39%
40%
40%
40%
41%
45%
45%
46%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6 - Phone and Email etiquette
Q6 - Record computer-based processes with Camtasia.
Q6 - Process and archive documents using Nolij; or HSU’s document management system
Q6- Employ social media for marketing and communication.
Q6 - Customer service strategies
Q6 - Create reports utilizing Oracle Business Intelligence (OBI)
Q6 - Document work processes using available technology tools.
Q6 - Understanding intrinsic and extrinsic motivation
Q6 - Project management standards
Q6 - Creating and editing websites with Drupal
Q6 - Creating and maintaining a budget
Q6 - Strategies for dealing with change
Q6 - HSU’s technology systems: An overview of what they are, do and how they work together
Q6 - Use PeopleSoft to complete my business processes.
Q6 - Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator
Q6 - Models, frameworks, and tips for thinking strategically
Q6 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets
Q6 - The art of negotiation
Q6 - Build forms with LiveCycle (PDF), Drupal Webform and Google Forms
Q6 - Strategies for organizing work
Q6 - Use technology to plan for succession.
Q6 - Leadership behaviors and commitments
Q6 - Use Microsoft Office applications, such as Excel, Word and PowerPoint
Q6 - Cross cultural communication
ACAD
EMIC
AFF
AIRS
Training Needs Analysis - Staff Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 17
Management Survey
The management survey was divided into five sections. The first section asked managers to self-
report their administrative level. The following three sections asked managers to address
questions related to the knowledge and skills required of their current job role in the areas of
Leadership, Communication and Performance Management. The final section of the survey
asked management to rate their level of interest in 24 potential training courses and included a
write in option.
Questions were answered using a 5 point Likert scale, where 1 is the lowest and 5 is the
highest. Answers were ranked in using a weighted average to determine the top 5 and top 10
responses across HSU divisions. The three sections related to required knowledge and skills
were combined to rank the Leadership, Communication and Performance Management
dimensions together. Training interests were ranked using the same process. The overall results
are summarized on the following pages.
Question Group DescriptionQ3 Adminstrative levelQ4 Job Requirements: LeadershipQ5 Job Requirements: CommunicationQ6 Job Requirements: Performance ManagementQ7 Interests
Manager Question Groups
HSU Training and Professional Development – Training Needs Analysis
Page 18
QuestionCode Question Weighted AverageM5 Q4 - Model positive behaviors to stakeholders at all levels of the organization 4.73M2 Q4 - Coach and mentor employees for job performance 4.41M14 Q6 - Plan Strategically 4.38M3 Q4 - Promote the stages of positive team development 4.35M6 Q5 - Communicate work standards and performance expectations to employees 4.29M7 Q5 - Update my staff about unit accomplishments through memos, emails and other communication 4.27M18 Q6 - Plan projects and lead project teams 4.16M16 Q6 - Make decisions which might impact the university 4.14M8 Q5 - Coach employees how to develop clear lines of communications 4.12M11 Q6- Identify responsibilities and development opportunities that challenge my employees to excel 4.09M13 Q6- Create and maintain a budget 4.04M15 Q6 - Design, develop and implement key performance indicators for my unit 4.02M4 Q4 - Promote equitable for the purpose of increasing productivity 3.96M12 Q6 - Resolve work related conflicts 3.93M19 Q6 - Create data analysis and complex reports 3.82M17 Q6 - Facilitate cross cultural communication 3.81M10 Q5 - Interact with external customers 3.73M9 Q5 - Interact directly with students (other than student workers) to solve issues 3.64M1 Q4 - Review the vision, mission and values of HSU with employees 3.60M20 Q6 - Learn to use technology that I am not proficient in 3.58
Overall - Manager Combined Knowledge and Skill Areas
Question Code Question Weighted AverageM37 Q7- Conflict resolution 3.53M22 Q7- Leadership behaviors and commitments 3.38M35 Q7 - Finding efficiencies using technology 3.32M24 Q7 - Cross cultural communication 3.31M28 Q7 - Strategies for organizing and delegating 3.29M39 Q7 - Conducting effective performance appraisal meetings 3.26M23 Q7 - Strategies for intrinsic and extrinsic motivation 3.25M30 Q7- Progressive discipline and documentation 3.23M31 Q7- Project management standards and techniques 3.23M26 Q7- The art of negotiation 3.23M41 Q7 - Effective meeting facilitation 3.17M34 Q7 - Developing personal strategic planning skills 3.09M32 Q7 - Strategies for succession planning 3.06M29 Q7- Understanding and navigating job classifications and collective bargaining in the CalState system 3.04M40 Q7- Race, power & privilege 3.04M36 Q7 - Assessing and mitigating risk 2.96M33 Q7 - Documenting work processes utilizing available technology 2.94M38 Q7- Creating and maintaining a budget 2.94M27 Q7 - Understanding the Americans with Disabilities Act (ADA): Assistive technologies that support employees 2.81M25 Q7- Work life balance. What is it? How can I obtain it? 2.79M45 Q7 - HSU’s technology systems: An overview of what they do and how they work together 2.62M44 Q7 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets. 2.47M43 Q7 - Use Microsoft Office applications, such as Excel, Word and PowerPoint. 2.43M42 Q7- Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator. 2.32
Overall - Courses Managers are Interested
HSU Training and Professional Development – Training Needs Analysis
Page 19
Management Survey Results by Division
The training survey was administered through Institutional Research and followed all
Institutional Review Board (IRB) protocol. No identifying information was forwarded to Training
and Development. Managers’ responses were analyzed by Division to allow the training staff to
more accurately refine training needs based on job function within a Division.
The graphics that follow present management responses in each organizational division by
knowledge and skills required to perform and training interests. Leadership, Communication
and Performance management were grouped together to identify overall priorities related to
required knowledge and skills. Management training interests follow. The survey distributed to
management utilized a Likert scale (e.g. not at all, a little, some, often, always), which was later
converted into a five point Likert scale 1 (low) through 5 (high) for ease of reporting. To
emphasize survey responses representing none, low and high interest; responses were
grouped. Thus, responses 2 and 3 were grouped (low) and responses 4 and 5 were grouped
(high). The lowest value (1), representing no interest or requirement, was left independent. A
stacked bar graph was developed from these groupings to demonstrate a trend in how
managers answered each question. The following eight pages display results of the
management data.
HSU Training and Professional Development – Training Needs Analysis
Page 20
Administrative Affairs Knowledge and Skills Utilized by Management
86%
60%
56%
50%
50%
40%
33%
30%
22%
30%
30%
22%
22%
20%
10%
0%
0%
0%
0%
0%
14%
40%
44%
50%
50%
60%
67%
70%
78%
70%
70%
78%
78%
80%
90%
100%
100%
100%
100%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6 - Learn to use technology that I am not proficient in
Q5 - Interact directly with students (other than student workers) to solve issues
Q6 - Design, develop and implement key performance indicators for my unit
Q6 - Facilitate cross cultural communication
Q5 - Interact with external customers
Q6 - Create data analysis and complex reports
Q6 - Resolve work related conflicts
Q4 - Review the vision, mission and values of HSU with employees
Q4 - Promote equitable for the purpose of increasing productivity
Q6- Create and maintain a budget
Q6 - Plan Strategically
Q6 - Make decisions which might impact the university
Q6- Identify responsibilities and development opportunities that challenge my employees toexcel
Q6 - Plan projects and lead project teams
Q5 - Update my staff about unit accomplishments through memos, emails and othercommunication
Q4 - Promote the stages of positive team development
Q5 - Coach employees how to develop clear lines of communications
Q4 - Model positive behaviors to stakeholders at all levels of the organization
Q5 - Communicate work standards and performance expectations to employees
Q4 - Coach and mentor employees for job performance
ADM
INIS
TRAT
IVE
AFFA
IRS
Training Needs Analysis - Manager Response Summary
2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 21
Student Affairs Knowledge and Skills Utilized by Management
0%
8%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
17%
0%
0%
0%
0%
0%
0%
0%
58%
54%
30%
42%
36%
38%
27%
31%
31%
25%
23%
23%
0%
8%
8%
8%
8%
8%
0%
0%
42%
38%
70%
58%
64%
62%
73%
69%
69%
75%
77%
77%
83%
92%
92%
92%
92%
92%
100%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q6 - Create data analysis and complex reports
Q6 - Learn to use technology that I am not proficient in
Q5 - Interact directly with students (other than student workers) to solve issues
Q4 - Review the vision, mission and values of HSU with employees
Q6 - Facilitate cross cultural communication
Q6 - Resolve work related conflicts
Q6 - Make decisions which might impact the university
Q6- Identify responsibilities and development opportunities that challenge my employees toexcel
Q5 - Coach employees how to develop clear lines of communications
Q6 - Plan projects and lead project teams
Q6 - Design, develop and implement key performance indicators for my unit
Q4 - Coach and mentor employees for job performance
Q6- Create and maintain a budget
Q5 - Update my staff about unit accomplishments through memos, emails and othercommunication
Q5 - Interact with external customers
Q6 - Plan Strategically
Q5 - Communicate work standards and performance expectations to employees
Q4 - Promote the stages of positive team development
Q4 - Promote equitable for the purpose of increasing productivity
Q4 - Model positive behaviors to stakeholders at all levels of the organization
STU
DEN
T AF
FAIR
S
Training Needs Analysis - Manager Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 22
University Advancement Knowledge and Skills Utilized by Management
0%
50%
100%
50%
0%
0%
0%
50%
0%
0%
0%
0%
50%
50%
50%
0%
50%
50%
0%
0%
100%
50%
0%
50%
100%
100%
100%
50%
100%
100%
100%
100%
50%
50%
50%
100%
50%
50%
100%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q4 - Coach and mentor employees for job performance
Q4 - Model positive behaviors to stakeholders at all levels of the organization
Q4 - Promote equitable for the purpose of increasing productivity
Q4 - Promote the stages of positive team development
Q4 - Review the vision, mission and values of HSU with employees
Q5 - Coach employees how to develop clear lines of communications
Q5 - Communicate work standards and performance expectations to employees
Q5 - Interact directly with students (other than student workers) to solve issues
Q5 - Interact with external customers
Q5 - Update my staff about unit accomplishments through memos, emails and othercommunication
Q6 - Create data analysis and complex reports
Q6 - Design, develop and implement key performance indicators for my unit
Q6 - Facilitate cross cultural communication
Q6 - Learn to use technology that I am not proficient in
Q6 - Make decisions which might impact the university
Q6 - Plan projects and lead project teams
Q6 - Plan Strategically
Q6 - Resolve work related conflicts
Q6- Create and maintain a budget
Q6- Identify responsibilities and development opportunities that challenge my employees toexcel
UN
IVER
SITY
AD
VAN
CEM
ENT
Training Needs Analysis - Manager Response Summary
2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 23
Academic Affairs Knowledge and Skills Utilized by Management
14%
19%
6%
0%
0%
0%
0%
0%
12%
6%
0%
0%
7%
0%
6%
0%
0%
0%
5%
0%
43%
31%
44%
33%
33%
27%
31%
27%
24%
13%
13%
13%
0%
26%
6%
17%
21%
5%
0%
0%
43%
50%
50%
67%
67%
73%
69%
73%
65%
81%
87%
88%
93%
74%
88%
83%
79%
95%
95%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q5 - Interact directly with students (other than student workers) to solve issues
Q4 - Review the vision, mission and values of HSU with employees
Q5 - Interact with external customers
Q6 - Facilitate cross cultural communication
Q6 - Create data analysis and complex reports
Q6 - Design, develop and implement key performance indicators for my unit
Q6 - Learn to use technology that I am not proficient in
Q6 - Resolve work related conflicts
Q4 - Promote equitable for the purpose of increasing productivity
Q6 - Make decisions which might impact the university
Q6- Identify responsibilities and development opportunities that challenge my employees toexcel
Q6 - Plan Strategically
Q6 - Plan projects and lead project teams
Q5 - Communicate work standards and performance expectations to employees
Q6- Create and maintain a budget
Q5 - Update my staff about unit accomplishments through memos, emails and othercommunication
Q5 - Coach employees how to develop clear lines of communications
Q4 - Coach and mentor employees for job performance
Q4 - Promote the stages of positive team development
Q4 - Model positive behaviors to stakeholders at all levels of the organization
ACAD
EMIC
AFF
AIRS
Training Needs Analysis - Manager Response Summary
1-Not at all 2-A little/Some 3-Often/Always
HSU Training and Professional Development – Training Needs Analysis
Page 24
Administrative Affairs Management Interests
60%
90%
90%
70%
80%
70%
70%
70%
70%
50%
60%
50%
60%
60%
50%
50%
50%
50%
50%
50%
50%
40%
40%
30%
0%
0%
10%
10%
10%
30%
30%
30%
30%
40%
40%
40%
40%
40%
50%
50%
50%
50%
50%
50%
50%
60%
60%
70%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q7- Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator.
Q7 - HSU’s technology systems: An overview of what they do and how they work together
Q7 - Understanding the Americans with Disabilities Act (ADA): Assistive technologies that…
Q7 - Use Microsoft Office applications, such as Excel, Word and PowerPoint.
Q7 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets.
Q7- Work life balance. What is it? How can I obtain it?
Q7 - Effective meeting facilitation
Q7- Creating and maintaining a budget
Q7 - Documenting work processes utilizing available technology
Q7 - Assessing and mitigating risk
Q7 - Strategies for organizing and delegating
Q7- Race, power & privilege
Q7 - Conducting effective performance appraisal meetings
Q7 - Cross cultural communication
Q7 - Developing personal strategic planning skills
Q7- Progressive discipline and documentation
Q7- Project management standards and techniques
Q7- Leadership behaviors and commitments
Q7- The art of negotiation
Q7 - Strategies for succession planning
Q7- Understanding and navigating job classifications and collective bargaining in the CalState…
Q7 - Finding efficiencies using technology
Q7- Conflict resolution
Q7 - Strategies for intrinsic and extrinsic motivation
ADM
INIS
TRAT
IVE
AFFA
IRS
Training Needs Analysis - Manager Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 25
Student Affairs Management Interests
92%
83%
83%
58%
67%
75%
75%
58%
75%
77%
75%
62%
50%
67%
58%
58%
62%
62%
54%
50%
62%
54%
33%
50%
8%
17%
17%
17%
25%
25%
25%
25%
25%
23%
25%
31%
33%
33%
33%
42%
38%
38%
38%
42%
38%
46%
50%
50%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q7 - Strategies for succession planning
Q7 - Developing personal strategic planning skills
Q7- Understanding and navigating job classifications and collective bargaining in the CalState…
Q7- Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator.
Q7 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets.
Q7- Progressive discipline and documentation
Q7- Project management standards and techniques
Q7 - Use Microsoft Office applications, such as Excel, Word and PowerPoint.
Q7- Race, power & privilege
Q7 - Strategies for organizing and delegating
Q7 - Conducting effective performance appraisal meetings
Q7 - Understanding the Americans with Disabilities Act (ADA): Assistive technologies that…
Q7 - HSU’s technology systems: An overview of what they do and how they work together
Q7 - Effective meeting facilitation
Q7 - Documenting work processes utilizing available technology
Q7 - Finding efficiencies using technology
Q7 - Cross cultural communication
Q7- Work life balance. What is it? How can I obtain it?
Q7- The art of negotiation
Q7- Creating and maintaining a budget
Q7- Leadership behaviors and commitments
Q7 - Strategies for intrinsic and extrinsic motivation
Q7 - Assessing and mitigating risk
Q7- Conflict resolution
STU
DEN
T AF
FAIR
S
Training Needs Analysis - Manager Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 26
University Advancement Management Interests
50%
100%
100%
100%
100%
50%
100%
100%
100%
50%
100%
50%
50%
50%
50%
50%
50%
50%
50%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
50%
50%
50%
50%
50%
50%
50%
50%
100%
100%
100%
100%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q7 - Understanding the Americans with Disabilities Act (ADA): Assistive technologies that…
Q7 - Effective meeting facilitation
Q7 - Strategies for intrinsic and extrinsic motivation
Q7 - Cross cultural communication
Q7 - Strategies for succession planning
Q7 - Documenting work processes utilizing available technology
Q7 - Assessing and mitigating risk
Q7 - Developing personal strategic planning skills
Q7- Leadership behaviors and commitments
Q7- Work life balance. What is it? How can I obtain it?
Q7- Race, power & privilege
Q7 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets.
Q7- Progressive discipline and documentation
Q7- Project management standards and techniques
Q7- Conflict resolution
Q7 - Finding efficiencies using technology
Q7- The art of negotiation
Q7- Creating and maintaining a budget
Q7- Understanding and navigating job classifications and collective bargaining in the CalState…
Q7 - Use Microsoft Office applications, such as Excel, Word and PowerPoint.
Q7 - Strategies for organizing and delegating
Q7- Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator.
Q7 - Conducting effective performance appraisal meetings
Q7 - HSU’s technology systems: An overview of what they do and how they work together
UN
IVER
SITY
AD
VAN
CEM
ENT
Training Needs Analysis - Manager Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 27
Academic Affairs Management Interests
69%
63%
56%
69%
50%
63%
56%
56%
63%
31%
63%
56%
50%
56%
56%
38%
50%
44%
50%
38%
38%
31%
31%
25%
6%
6%
13%
19%
25%
25%
31%
31%
31%
31%
31%
31%
38%
38%
38%
44%
44%
44%
50%
56%
56%
63%
63%
75%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q7 - Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets.
Q7 - Use Microsoft Office applications, such as Excel, Word and PowerPoint.
Q7- Use Adobe Creative Cloud applications, such as Photoshop, InDesign and Illustrator.
Q7 - Assessing and mitigating risk
Q7 - HSU’s technology systems: An overview of what they do and how they work together
Q7 - Documenting work processes utilizing available technology
Q7 - Understanding the Americans with Disabilities Act (ADA): Assistive technologies that…
Q7 - Conducting effective performance appraisal meetings
Q7- Progressive discipline and documentation
Q7- Work life balance. What is it? How can I obtain it?
Q7 - Finding efficiencies using technology
Q7- Understanding and navigating job classifications and collective bargaining in the CalState…
Q7 - Strategies for succession planning
Q7 - Developing personal strategic planning skills
Q7- The art of negotiation
Q7- Creating and maintaining a budget
Q7 - Strategies for intrinsic and extrinsic motivation
Q7- Leadership behaviors and commitments
Q7- Race, power & privilege
Q7 - Effective meeting facilitation
Q7 - Strategies for organizing and delegating
Q7- Conflict resolution
Q7- Project management standards and techniques
Q7 - Cross cultural communication
ACAD
EMIC
AFF
AIRS
Training Needs Analysis - Manager Response Summary
1-Not Interested 2-Somewhat interested/Interested 3-Very Interested/Critical
HSU Training and Professional Development – Training Needs Analysis
Page 28
This Page is Intentionally Blank
HSU Training and Professional Development – Training Needs Analysis
Page 29
Division Feedback
The Human Resources training team met with Leadership teams from 2 out of 4 divisions at
Humboldt State University (HSU). The intent of the small group sessions was to gain further
insight into the professional training employees and management require. Small group
meetings were conducted in an informational interview format. Meeting with the Leadership
teams specifically provided Training and Professional Development with context, institutional
knowledge and a valuable perspective on the essential skills that employees and management
require. Due to time constraints, the number of questions originally written were reduced and
consolidated to allow for more discussion time. The following comments are what management
stated and are used to help prioritize training needs.
Questions and Input
1) Describe specific instances of how workplace productivity has been affected
by lack of knowledge and skills of staff and/or management?
• A lack of knowledge of systems and process creates inefficiencies. Examples include
errors with billing.
• The groups’ responses were limited. A traditional view of productivity is difficult to
define and apply in this environment.
HSU Training and Professional Development – Training Needs Analysis
Page 30
2) What unmet training needs exist for staff and/or management?
• The Institute for Student Success (ISS) is of great value, however due to the nature of
Administrative Affairs business, employees cannot participate during the day of the
event. Therefore, from this Division’s perspective, information from those sessions
should be delivered in an alternative format. Examples of alternative formats include: a
facilitated discussion; a video from the institute posted on SkillPort; or a session held on
another day.
• Topics for the institute should be broader and more aligned with the job roles of non-
academic employees. The ISS Advisory Committee has done a good job of focusing on
adding a number of break-out workshops to address staff need. The ISS committee
representative from Training and Professional Development should continue to
emphasize the needs of staff and managers.
• The budgeting tool utilized at HSU is not currently available to most staff. Therefore,
Excel is the tool used. As a consequence, Excel training is needed.
• Cross culture communication training for staff-to-staff and staff-to-student
communication is a priority.
• Improving time management skills is a need for staff.
• Concern was expressed over the inconsistent interpretation and implementation of
collective bargaining agreements. Training that provides an overview of collective
bargaining agreements, such as how the different bargaining units overlap and how to
work within them, is desired.
HSU Training and Professional Development – Training Needs Analysis
Page 31
3) Based upon the data collected in the needs analysis, what topics do you perceive are the
priorities?
• Learning development plans should be used in performance evaluations. How to create
and apply learning development plans should become a stand-alone course.
• Use data from the workers’ compensation claims to guide safety training emphasizes.
Determining which safety trainings are appropriate according to the workers
compensation loss claims.
• Performance management is an emphasis.
• Management would benefit from additional information regarding assigning job
responsibilities by factoring in workload, skillset and union classification.
• Training to assist employees in determining the various audiences who are the
recipients of our customer service efforts. The training should convey the diversity of
our student population and improve our ability to communicate with all students.
Additionally, training could be part of an effort to increase the use of technology, such
as the web and social media, to more effectively communicate the services offered by
departments.
• An ASA/ASC learning track would be helpful. This track would include such topics as
navigating university processes and procedures, managing departmental budgets,
utilizing enterprise and desktop systems, etc.
• There is a need for emergency response training, including active shooter training, to
provide guidance on an employee’s role in an emergency situation. The training would
help employees collaborate effectively by communicating the models used in various
situations.
HSU Training and Professional Development – Training Needs Analysis
Page 32
4) Open floor (as time permitted)
• It was requested that the Training and Professional Development unit create and
communicate a strategy regarding how best to utilize institutional applications,
including the SkillPort learning management system, to increase knowledge and skills.
• Feedback was consistent with continuing to implement a university-wide training
committee to guide courses offered; centralize funds for speakers and other external
resources; and reduce risk by assigning, reviewing, and enforcing compliance-related
training across campus.
• A change management course is needed that includes general philosophical
considerations, approaches to effective communication with impacted groups and
strategies to ensure that the technical aptitude of employees continues to align with
ongoing changes in technology.
• Training and Professional Development goals and activities should be aligned with the
University’s strategic plans.
• Courses were requested on Cal State policies and procedures, HSU policies and
procedures (HSU 101), and the relationship between HSU and the Cal State University
system. Additionally, a training that assists individuals at HSU in understanding the
broader CSU system and the relationship between the CSU and the State of California
was requested. The Chancellor’s Office provided a CSU 101 training in 2014 that would
be a useful model.
o CSU 101 Training: http://foa.calstate.edu/CSU-101/2014-01/index.shtml
• A needs analysis report by department would be informative, as departmental needs
are expected to vary widely.
• Meeting with leadership teams to discuss launch dates prior to the annual needs
analysis would help to ensure maximum participation.
• It was suggested that Administrative Affairs create a 3-5 page manual introducing new
employees to the Administrative Affairs division. This manual would be distributed with
New Employee Orientation materials. This approach is preferred over a presentation, as
HSU Training and Professional Development – Training Needs Analysis
Page 33
it would allow employees to refer to the manual once they get “settled in.” The manual
would include services provided and contacts within the various departments.
• Faculty and staff orientation could be modified to improve effectiveness. For example, a
buddy system would assist employees in learning about HSU processes, procedures and
undocumented protocols. Employees participating as a Buddy would require training.
Additionally, interest was expressed in an online presentation. An online format could
include:
o Pictures of department contacts
o Services available to students
o A day in the life of people who work here.
o Overview of the student experience, including what student’s lives are like
outside of class
o Training on “How do I work here?”
o Training on “How do I connect with students?”
o Information on how HSU operates; for example, where does the money come
from, the role of research grants, etc.
• Student affairs has conducted an internal needs assessment. A copy was requested and
provided. Training and Professional Development will compare and contrast their
findings against ours.
• Create a list of possible HSU Training Committee members and send the list to the
university cabinet for final approval.
HSU Training and Professional Development – Training Needs Analysis
Page 34
Analysis with Actions Moving Forward
Data collected across HSU divisions is the most reliable source of information when
determining which training courses should be designed, developed and delivered. However,
data collected from employees and sorted by division can be useful in determining which soft
and technical skills are more valued in a given area or job function. The relatively large number
of staff responses in each division allows the authors to draw solid conclusions regarding
training needs and preferences of staff by division. Conversely, the number of managerial
responses in each division were too few to draw general conclusions regarding training needs
or preferences by division. Thus, regarding the managerial group, results are most meaningful
when considered as a whole, across divisions. Therefore, this section will focus on deriving
meaning from overall staff responses; staff responses by division; overall managerial responses
across HSU; and leadership focus group comments. Lastly, reported knowledge and skills
utilized by staff and management will help fill in gaps where previously stated sources fall short.
Staff Results
Staff across HSU have rated their top 5 knowledge and skills performed as follows:
1. Maintain a resilient attitude to an ever changing work environment
2. Use HSU’s enterprise computer systems
3. Observe proper Occupational Health and Safety Standards
4. Document my work processes
5. Proactively find rewarding aspects of my job.
Staff across the whole of HSU have rated their top 10 training interests as follows:
1. Use Microsoft Office applications, such as Excel, Word and PowerPoint
2. Cross cultural communication
3. Strategies for organizing work
4. Use technology to plan for succession
5. Use Google Apps for E-mail, Calendaring, Word Processing and Spreadsheets
6. Leadership behaviors and commitments
HSU Training and Professional Development – Training Needs Analysis
Page 35
7. Strategies for dealing with change
8. Models, frameworks, and tips for thinking strategically
9. The art of negotiation
10. Understanding intrinsic and extrinsic motivation.
Staff Soft Skills Training
Soft skills and technical skills are generally evenly represented in the top 10 courses for each
division. Interestingly, the top 5 choices for Administrative Affairs are all technical skills courses.
Conversely, 4 out of the 5 top choices for University Advancement are soft skills courses.
Academic Affairs and Student Affairs have a balanced interest in technical and soft skills
training.
Guidance provided by the leadership teams interviewed indicates they support design and
development of courses related to the staff’s top rated priorities. Cross cultural
communication, for example, is a course that the Student Affairs leadership team believes is
vital to the success of their staff and is also rated most highly by that division. The art of
negotiation is the top soft skills course sought by staff within Administrative Affairs.
Staff Technical Training
Interest in specific technical training topics varied by division. Microsoft Office is ubiquitous
within the University and this is reflected in survey results. Training on Microsoft Office is within
the top 5 choices for each division except University Advancement, where it within the top 10.
Training on Microsoft Office is readily available through the SkillPort LMS. The demand for
training on this application suite provides an opportunity to quickly meet the needs of the
campus community by more thoroughly communicating the availability of training in SkillPort.
The interest expressed in Google Apps training followed a similar pattern. While the demand
was not as high as Microsoft Office, Google Apps is within the top 10 of every Division. This
likely due to its availability to every campus employee and, as a result, being widely adopted
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and used. As with Microsoft Office, Google Apps also has a variety of online training available
through SkillPort and other sources. These sources will provide immediate, on-demand, self-
paced training aligned to the proficiency of the user. By promoting the availability of these
resources, Training and Professional Development can meet a large need quickly while
reserving limited staff time to the development of training topics that necessitate
customization to University processes and procedures.
Interest in other technical training topics was not as universal, but was significant. The related
topics “Using technology to plan for succession” and “Documenting work processes using
available technology tools” were in the top 10 selections of all divisions with one exception.
These two topics would fit well in a series training that included soft skills topics on change
management. Creating a university-wide wiki for documenting processes and job duties would
be an important step to take before beginning this training series.
Divisions each had unique training interests. This is likely due to a combination of differing
needs and existing expertise that preclude a need for training. Administrative Affairs was the
only division to rank PeopleSoft training in the top 5, University Advancement was the only
division to rank Adobe Creative Cloud training in the top 5 and Academic Affairs was the only
division to rank Forms training (LiveCycle, Drupal and Google) in the top 10. In offering training
on these topics to campus, it would be beneficial to tailor the content to the audiences that
expressed the strongest interest.
Course Series
Themes have emerged from the data that support the concept of creating course series. For
example, training courses in cross cultural communications, negotiation skills and conflict
resolution strategies could be offered as part of a Business Skills training series. Series courses
would be offered sequentially, allowing participants to attend select courses in the series, while
encouraging participants to take all courses in the series by providing series completion
certificates. Series courses could also utilize a blended learning approach. In this approach,
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employees would utilize online modules to learn background information and general concepts
before participating in interactive in-person sessions. Strategically creating a schedule that
stagers each of these courses would meet the interests of employees and the needs of each
division.
Lead/Supervisor Training
Employee and management interests converge in a lead/supervisor training development
program. Regardless of where an individual is in their career, be it an employee aspiring to a
greater level of responsibility or a current lead or MPP, many employees can have their needs
and interests met through a lead/supervisor development program. A blended learning
approach, which includes instructor-led and self-paced online courses, would ensure topics
could be covered and delivered frequently and to a wide audience. Instructor-led training could
include topics on ADA|FEHA processes, understanding classification (exempt vs. non-exempt),
recruitment and selection processes at HSU, performance management in a union environment
and how to manage employee leaves. Online courses could include communicating across
cultures, handling difficult conversations, recognizing employee performance, team dynamics,
delegation essentials, business coaching and thinking like a CFO. Online courses are offered
through SkillPort and are often an hour in duration. A blended approach to this program would
ensure interested learners could participate on a more frequent basis and complete online
courses at their own pace. Instructor-led topics could also serve as stand-alone courses if
feedback suggests this scenario is valuable.
Management Results
As one might expect, management’s reported knowledge and skills utilized and interest in
training courses differ from that of employees. Soft skills areas dominate the combined
knowledge and skill areas of the data report. Management expresses less interest in technical
skill areas, such as Microsoft Office, Google Apps, Adobe Creative Cloud, etc. Managers across
the whole of HSU have rated their top 5 knowledge and skills performed as follows:
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1. Model positive behaviors to stakeholders at all levels of the organization
2. Coach and mentor employees for job performance
3. Plan Strategically
4. Promote the stages of positive team development
5. Communicate work standards and performance expectations to employees.
Additionally, managers across the whole of HSU have rated their top 10 training interests as
follows:
1. Conflict resolution
2. Leadership behaviors and commitments
3. Finding efficiencies using technology
4. Cross cultural communication
5. Strategies for organizing and delegating
6. Conducting effective performance appraisal meetings
7. Strategies for intrinsic and extrinsic motivation
8. Progressive discipline and documentation
9. Project management standards and techniques
10. The art of negotiation
Managers expressed a strong interest in finding efficiencies using technology. This could include
an overview on HSU systems and how they can be utilized to create efficient processes; the use
of technology for succession planning; using available tools to manage a budget; options for
constructing learning plans for staff in SkillPort; and how to use the web and social media to
advertise services. These topics could also address strategic planning initiatives.
It was expressed during the leadership meetings that Individual Learning Plans (ILP’s) should be
used in performance evaluations. Learning development plans should become a stand-alone
course. This support is particularly welcomed by Training and Professional Development as this
will strengthen the learning culture of staff and management at HSU. This cannot be
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mandatory, as learning plans are not part of the performance management criteria in any staff
bargaining agreements. This guidance has helped Training and Professional Development to
recreate a performance management manual that can be utilized by all staff and management
as a guidebook to best practice. The guidebook will be incorporated into a Performance
Management module. From the perspective of Training and Professional Development, staff
and management should work together and document a systematic tailored learning plan for
each employee. This approach will be helpful from both an individual development viewpoint,
performance management point of view and training scheduling standpoint.
The current analysis reinforced the need to create a compliance training committee. While a
number of compliance trainings have been successfully implemented campus-wide and certain
departments have done an extraordinary job of implementing additional compliance training,
there is a need to do more on the department level. The committee would be tasked with
researching HSU’s compliance training obligations; analyzing the gaps in our current assignment
process; designing a robust and comprehensive assignment strategy; enlisting and training
SkillPort system administrators; and reporting on compliance training status. A compliance
training committee would help ensure that HSU’s employees have a safe and collegial working
atmosphere, thereby mitigating risk for the university.
New Employee Orientation is an occasion to set the tone for an employee’s career with HSU.
This is an opportunity to express the university’s mission and successes, assist the new
employee in building a network, introduce key policies, illustrate the university’s relationship
with the CSU, provide training on essential skills, and build excitement by sharing the many
benefits and opportunity that working at HSU provides. The current format has several
limitations. While numerous departments would like to share their message, the current format
limits the time available and therefore the number of presenters. In addition, common
feedback regarding the orientation indicates that it is provided too long after the employee has
started and is therefore less effective. To meet the diverse goals stated above and to address
the issues with the current format, Training and Professional Development envisions a blended
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learning approach to New Employee Orientation. The online portion of the training would be
modeled after Cal Poly Pomona (http://www.cpp.edu/~new-hire/) and would include an online,
self-paced training module and a website. The new employee would take the online portion
immediately upon arrival or before. In-person sessions and a buddy system would provide
networking opportunities and reinforce the topics delivered online. A restructured orientation
will have a significant positive impact on the employee and the university.
Going forward it is imperative that Training and Professional Development create an
institutional message about how all HSU employees can extract greater value from our learning
management system SkillPort. Regarding professional development books and courses in
SkillPort, HSU currently has an average annual utilization rate of just 6%. This statistic does not
include compliance training. SkillPort is a phenomenal resource that can fill immediate
knowledge and skill gaps throughout HSU. It also is very valuable in preparing participants for
industry leading certifications. A marketing campaign on SkillPort and its value is an immediate
priority for Training and Professional Development.
Feedback from Divisional leadership teams plus data collected from the training survey indicate
clear priorities. The most immediate soft skill needs of staff are cross-cultural communication,
strategies for organizing work, leadership behaviors and commitments, strategies for dealing
with change, effective meetings, the art of negotiation and conflict resolution strategies.
Feedback from Divisional leadership teams plus data collected from the training survey indicate
managerial needs are conflict resolution, leadership behaviors and commitments, cross cultural
communication, strategies for organizing and delegating, performance management, strategies
for intrinsic rewards and project management techniques. These courses, in addition to a lead/
supervisor development program will be prioritized for design, development and delivery in the
first quarter of 2016. Future courses will be designed and delivered on a rolling bases. Intent of
the unit is to deliver courses that will have the greatest impact across all of HSU.
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The analysis offers guidance for prioritizing technical training initiatives. Based on the
information presented in this report, the following training initiatives are considered top
priorities:
• Promote the use of SkillPort and other resources to support the use of Microsoft Office,
Google Apps and other desktop and web-based applications where appropriate.
• Develop a training series that introduces various enterprise systems and how they can
be used functionally to complete everyday tasks and strategically to find efficiencies.
• Restructure New Employee Orientation using a blended learning strategy. This would
include developing an online module, in-person sessions and a buddy system.
• Develop and implement training on the use of technology, such as wiki’s, screen capture
and word-processing templates, to document work processes for succession planning.