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Training Needs Assessment:A Systematic Approach
Joan StrohauerDepartment of Education
“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!
In the “Real World”You cannot afford to not do a
front-end analysisSomething is better than
nothingDo the best you canNeed to have a theoretical baseKey skill: Focus your 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.
Macro vs. MicroMacro
aligned with strategic goals
three levels organizational occupational individual
Microinitiated by
performance problems or change
assessment done to clarify problem, determine if training is the solution, analyze performance, and characteristics of trainees
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
What is Problem and Performance Analysis?Clearly defining the
problem or opportunityA formal procedure used to
analyze defined needs to determine their causes and identify appropriate solutions.
P. 28
Robert Mager1. Define the problem?2. Determine the importance
Is it worth solving?3. Determine the cause(s)4. Identify training vs. non-training solutions5. Select the best (most cost-effective)
solutions
P. 32
Step 1: Define the problem
DESIRED PERFORMANCE (Optimals)
- ACTUAL PERFORMANCE (Actuals)
= POSSIBLE TRAINING NEED
Describe Discrepancy
P. 31
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 wanna!
Yes, it is a skill deficiency
Arrange Formal Training
Arrange Practice
Arrange Feedback
Used to do it?
Used often?
no
yes
no
yes
Other questionsChange the
Job
Arrange on-the-job training
Transfer or terminate
Simpler way?
Potential?
If a skill deficiency..Provide trainingProvide practiceProvide feedbackSimplify the taskDevelop a job aidOJTTransferTerminate
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 solutionsSeek 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 SolutionIf skill or knowledge……….trainingIf lack feedback……………..feedback, standardsIf not motivated…………….rewards,
consequencesIf unclear expectations…..std, measure, discussIf job environment…………change environmentIf potential……………………change personnel
P. 39
If training is the answer….Formal trainingSelf studyTechnology basedJob
related/workplace approaches
P. 40
Outcomes of Problem and Performance Analysis
More complete picture of problemIs it training? Is it training plus…Make solid recommendationsIf is training or job aid….on to task or
competency analysis!
P. 42
Task/Competency Analysis“What do learners need to learn?”
Task AnalysisFor more skill
oriented jobsWhen need
consistent set of training requirements
Competency AnalysisSoft skills training
such as mgmt, supervision
Professional jobsCareer pathingLeadership
development
Steps in Task AnalysisBreak job into
major functionsBreak functions
into major tasksBreak tasks into
stepsIdentify training
outcomes
Task Analysis InterviewsManagersBest performersJob incumbentsSubject matter
experts
Competency AnalysisWhat are competencies?
Enduring characteristics of a person that result in superior on-the-job performance
Areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks
What is a competency model?Identifies the competencies
necessary for each job as well as the knowledge, skills, behavior, and personality characteristics underlying each competency.
What do you want to know?General
characteristicsSpecific knowledge
and skillLearning stylesSpecial needs
P. 61
Information is Used in Three Important Ways
To help determine where to begin the content of the training program
To determine how to present the content
To get buy-in
Methods for collecting dataData gathering is cornerstone of any
needs assessment projectCan be time consuming
Data Collection Methods
InterviewsSurveys/QuestionnairesFocus GroupsObservationExisting Data
Final ExamWhy do we bother with needs analysis?Where does TNA fit in the ISD process?T or F: Training is 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!