Training Needs Assessment: A Systematic Approach

1. Training Needs Assessment:A Systematic Approach Joan Strohauer Department of Education

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

3. Did you know... “Not more than % of expenditures in training actually result in transfer to the job.” Broad and Newstrom 6-10

4. Key Skill Asking questions… ? ? ? Asking the RIGHT questions!

5. In the “Real World” • You cannot afford to not do a front-end analysis • Something is better than nothing • Do the best you can • Need to have a theoretical base • Key skill: Focus your questions

6. 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.

7. Macro aligned with strategic goals three levels organizational occupational individual Micro initiated by performance problems or change assessment done to clarify problem, determine if training is the solution, analyze performance, and characteristics of trainees Macro vs. Micro

8. Instructional Design Process ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE

9. On the job performance Classroom or other type of training or intervention Why ISD? GAP

10. 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 Analyze

11. What is Problem and Performance Analysis? P. 28 • Clearly defining the problem or opportunity • A formal procedure used to analyze defined needs to determine their causes and identify appropriate solutions.

12. P. 32 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

13. P. 31 Step 1: Define the problem Describe Discrepancy DESIRED PERFORMANCE (Optimals) - ACTUAL PERFORMANCE (Actuals) = POSSIBLE TRAINING NEED

14. P. 34 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?”

15. If the answer is no….. IGNORE REJOICE

16. Step 3: Determine Cause(s) Is it a problem of skill or a problem of will? I don’t wanna! I don’t wanna! I don’t know how.

17. Yes, it is a skill deficiency Arrange Formal Training no Used to do it? yes Arrange Practice no Used often? Arrange Feedback yes

18. Other questions Change the Job Simpler way? Arrange on-the-job training Potential? Transfer or terminate

19. If a skill deficiency.. • Provide training • Provide practice • Provide feedback • Simplify the task • Develop a job aid • OJT • Transfer • Terminate

20. P. 37 Yes, it is a problem of will... Remove Punishment Performance punishing? Arrange Positive Consequences Non-performance rewarded? Arrange consequences Does performance matter?

21. And one last question... Remove Obstacles Obstacles?

22. P. 39 Step 4: To train or not to train? Calculate cost • First determine cause(s) • Only then look at possible solutions • Seek integrated solution systems that get to the root of the problem Select best solution(s) Implement

23. To solve a performance issue • Training may not be the answer • Training may not be the only answer

24. 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 Cause Solution

25. P. 40 If training is the answer…. • Formal training • Self study • Technology based • Job related/workplace approaches

26. P. 42 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!

27. Task Analysis For more skill oriented jobs When need consistent set of training requirements Competency Analysis Soft skills training such as mgmt, supervision Professional jobs Career pathing Leadership development Task/Competency Analysis“What do learners need to learn?”

28. Steps in Task Analysis • Break job into major functions • Break functions into major tasks • Break tasks into steps • Identify training outcomes

29. Task Analysis Interviews • Managers • Best performers • Job incumbents • Subject matter experts

30. Competency Analysis • What 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

31. 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.

32. P. 61 What do you want to know? • General characteristics • Specific knowledge and skill • Learning styles • Special needs

33. 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

34. Methods for collecting data • Data gathering is cornerstone of any needs assessment project • Can be time consuming

35. Data Collection Methods • Interviews • Surveys/ Questionnaires • Focus Groups • Observation • Existing Data

36. Final Exam • Why 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?

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

38. Thank You!