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Effective Skills for Life Needs Analysis in the Workplace

This workshop aims to empower participants to select appropriate methodologies for conducting a Skills for Life (SfL) needs analysis in the workplace. Attendees will explore an effective practice model, engage in skills-checking, and participate in various assessment techniques, including initial and diagnostic evaluations. Real-life case studies and needs interviewing activities will provide practical insights. The session emphasizes raising awareness among managers and employees while reaching out to the least confident individuals. Participants will leave equipped to produce a comprehensive training needs report.

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Effective Skills for Life Needs Analysis in the Workplace

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Presentation Transcript

  1. Needs Analysis for Workplace SfL

  2. Aim • to enable participants to make an informed choice of suitable methodology for workplace Skills for Life needs analysis

  3. Overview • Effective practice model • Skills-checking, initial and diagnostic assessment • Case study – LB Barking and Dagenham • Needs interviewing activity • Break ca.11.20 • Lunch 13.00

  4. An effective practice model • Survey managers’ views of needs • Survey unions’ views of needs • Carry out employee training needs survey • Produce training needs report

  5. Aims of needs analysis • Identify specific goals – vocational / SfL • Raise awareness – managers and employees • Reach least confident / motivated employees • Work with providers to develop relevant programmes

  6. Identifying employees’ SfL needs • SfL confidence-checking (screening) Refer to provider for • Initial assessment • Diagnostic assessment

  7. SfL confidence-checking (screening) • Short – usually around 15 mins • Helps find out whether someone might have a literacy, language or numeracy need • Checking confidence to identify employees with SfL below Level 2

  8. Initial assessment • Usually takes about 30 minutes • Maps learner’s skills against a level or levels within national standards • Helps allocate learners to appropriate programmes • Training needed to carry out / interpret results

  9. Diagnostic assessment • Takes several hours, usually over period of time during induction or in early stages of training programme • Much more detailed learner profile on skill levels – spiky profiles • Informs individual learning plans and provides evidence for suitability of training • Carried out by trained specialist

  10. Possible sensitivities • Will make jobs less secure • Don’t need any SfL training as are OK at their job • Will be seen by others as being ‘stupid’ • Identified as the cause of inefficiency in the organization • Do not want to repeat negative experiences of school or other training

  11. Overcoming sensitivities • Voluntary and confidential, supportive rapport • Involve ULRs • Do not ‘single out’ individuals or small groups • Take place during the employees’ working hours • Explain clearly purpose and benefits

  12. Overcoming sensitivities • Do not require employees to answer questions • Use appropriate, non-technical language • Encourage employees to identify own development needs and goals • Provide an interpreter where necessary

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