Presentation to Assess the needs of training for the workforce

1. Training Needs Assessment:
A Systematic Approach

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

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

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

8. Instructional Design
Process
ANALYZE DESIGN
DEVELOP IMPLEMENT
EVALUATE

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

10. Analyze
 What is the
problem? Problem Analysis
 Is it a training
problem? Performance Analysis
 What skills and
knowledge should Task/Competency
be included in the Analysis
training program?
 Who needs to be Learner Analysis
trained?

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

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

14. 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
I don’t
wanna!
wanna! I don’t know
how.

17. Yes, it is a skill deficiency
Arrange Formal no Used to
Training 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
Performance
punishing? Punishment
Non-performance Arrange
rewarded? Positive
Consequences
Arrange
Does performance consequences
matter?

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

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

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

24. P. 39
Cause Solution
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

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

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. What do you want to P.
61
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!