Training Needs Assessment: A Systematic Approach

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Training Needs AssessmentA Systematic Approach

• Joan Strohauer
• Department of Education

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Remember, training is not what is ultimately
important performance is. Marc Rosenberg
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Did you know...
Not more than of expenditures in
training actually result in transfer to the
job. Broad and Newstrom
6-10
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Key Skill

• Asking questions

? ? ?
Asking the RIGHT questions!
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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

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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.

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Macro vs. Micro

• 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

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Instructional Design Process
ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
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Why ISD?

• On the job performance

• Classroom or other type of training or
  intervention

GAP
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Analyze

• Problem Analysis
• Performance Analysis
• Task/Competency Analysis
• Learner Analysis

• 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?

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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.

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Robert Mager
P. 32

• 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

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Step 1 Define the problem
P. 31
Describe Discrepancy

• DESIRED PERFORMANCE (Optimals)
• - ACTUAL PERFORMANCE (Actuals)
• POSSIBLE TRAINING NEED

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Step 2 Is it important?
P. 34

• 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?

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If the answer is no..
IGNORE
REJOICE
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Step 3 Determine Cause(s)

• Is it a problem of skill
• or
• a problem of will?

I dont wanna!
I dont wanna!
I dont know how.
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Yes, it is a skill deficiency
Arrange Formal Training
Used to do it?
no
yes
Arrange Practice
no
Used often?
Arrange Feedback
yes
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Other questions
Change the Job
Simpler way?
Arrange on-the-job training
Potential?
Transfer or terminate
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If a skill deficiency..

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

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Yes, it is a problem of will...
P. 37
Remove Punishment
Performance punishing?
Arrange Positive Consequences
Non-performance rewarded?
Arrange consequences
Does performance matter?
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And one last question...
Remove Obstacles
Obstacles?
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Step 4 To train or not to train?
P. 39
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
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To solve a performance issue

• Training may not be the answer
• Training may not be the only answer

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Cause Solution
P. 39

• If skill or knowledge.training
• If lack feedback..feedback, standards
• If not motivated.rewards, consequences
• If unclear expectations..std, measure, discuss
• If job environmentchange environment
• If potentialchange personnel

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If training is the answer.
P. 40

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

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Outcomes of Problem and Performance Analysis
P. 42

• 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!

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Task/Competency AnalysisWhat do learners need
to learn?

• Competency Analysis
• Soft skills training such as mgmt, supervision
• Professional jobs
• Career pathing
• Leadership development

• Task Analysis
• For more skill oriented jobs
• When need consistent set of training requirements

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Steps in Task Analysis

• Break job into major functions
• Break functions into major tasks
• Break tasks into steps
• Identify training outcomes

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Task Analysis Interviews

• Managers
• Best performers
• Job incumbents
• Subject matter experts

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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

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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.

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What do you want to know?
P. 61

• General characteristics
• Specific knowledge and skill
• Learning styles
• Special needs

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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

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Methods for collecting data

• Data gathering is cornerstone of any needs
  assessment project
• Can be time consuming

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Data Collection Methods

• Interviews
• Surveys/
• Questionnaires
• Focus Groups
• Observation
• Existing Data

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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?

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If you think training is expensive,try
ignorance.
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Thank You!