Group Training Package Design: Needs

Assessment and Training Objectives

Introduction
You may be called upon to design and deliver training to small groups regarding various skills and
information pertaining to autism, applied behaviour analysis, and intensive behavioural interventions.

Group training can be knowledge-based, performance-based or a combination of both. Time and careful
preparation are necessary for maximizing the effectiveness of a training session.

This module will focus on the basics of designing and developing training activities for small groups of
participants. Basic needs analysis and the development of learning objectives for your training will also
be discussed.

As you begin this module, please refer to the timeline and make note of any assessments or important
dates. If you have any questions, ask your instructor.

Modes of Learning
• Online Readings
• Self-Quizzes
• (Graded) Online Quizzes

Leaning Outcomes of Group Training Package Design

By the end of the module you should be able to:

1. Describe the steps involved in training a small group of mediators.

2. Identify and describe several methods for completing a needs analysis to determine training
needs.
3. Explain the elements of a written instructional learning objective.

Training Small Groups

Previous modules in this course have focused on transferring ABA technology to mediators in order for
them to ‘do something’ – either teaching skills or interacting differently with individuals with autism.
Small group training, if properly designed and delivered, can be an efficient and effective use of the
limited time available for Behaviour Analysts to share technology and knowledge about behavioural
principles and procedures.

When training small groups, you may be asked to present:

1. About a particular area of autism such as behavioural characteristics, learning styles, or effective
treatments.
2. About a particular topic in ABA, such as reinforcement, prompting, extinction and shaping.
 3. About a particular area of Intensive Behavioural Intervention such as skills assessment, service
models, or social inclusion.
4. A series of topics on early intervention, resources and supports to the general public and
parents on the wait list for service.

Training sessions are typically set up through a referral process. The person who provides the referral
believes that training will:

1. Enhance and clarify knowledge and understanding on a particular subject or area.

2. Teach the group participants' a new set of skills and techniques, or enhance existing skills.

Overview of Training Development Process

After receiving a referral, you will need to go through a process of assessment and designing a plan for
training delivery and evaluation.

The following slides provide a description of recommended steps to prepare for effective training
sessions dynamic training sessions. It provides a set of guidelines on what to do from receipt of a
training request to presenting high impact presentations and gathering post training feedback.
Step 1: Needs Analysis (Pre-Training)
Assessment Process
A needs analysis is the process of determining the ‘why’ and ‘what’ for the training.

A needs analysis functions similar to a baseline measure before intervention. Your training is the
potential intervention, and the needs assessment identifies if there is a need to change someone’s
behaviour.

A needs analysis will lead to the development of training objectives.

The extent to which you complete a needs analysis is based on the details of the initial request for
training.

The person requesting training usually provides limited information. The trainer should follow up with
the person who made the referral to gather more information.

Training Questionnaire
a) Who is the expected training audience?
b) What is the anticipated group size (how many)?
c) What knowledge will they be able to demonstrate?
d) What should the trainees be able to do at the end of the workshop?
e) What skills will they be able to demonstrate?
f) What is the general level of experience and knowledge on the requested training topic?
g) What are the logistics for the training (location, equipment available, time period, etc.)?

The information provided by the training questionnaire will start the process of the needs analysis. If the
information gather is limited in scope, you can use one or more of the following methods to gather
more information:

1. Interview
2. Survey or questionnaire
3. Pre-Test
4. Observation / Work sample

Interviews
An interview can occur with the individual requesting the training, the trainees attending, or both.

An interview with the requester of training can be used to gather more information on the current
needs and expected outcomes of training.

An interview can also occur with some or all of the anticipated trainees if you are aware of whom or
where the group of trainees will come from. If offering a general training open to anyone, then gather a
list of those interested and interview all or a sample of these.

The interviews can be completed through a phone interview or face-to-face visit(s)

• This allows for greater detail and addressing unique questions or concerns if raised.
Although time-consuming, it can be a great benefit to the training experience and outcomes as one
directly matches trainee needs to training content.

An interview can also help to determine current beliefs about the topic or specific approaches being
used in working with individuals with autism, and the current applications of ABA.

• For example, if you received a referral from an agency for training on how to deliver
reinforcement, you could ask the about how the group participants' attitudes on the use of
reinforcement.

Survey/Self Rating
A survey can be created and distributed to the anticipated trainees when an interview is not possible to
complete before training - or if the requester does not fully know the group learning needs.

Web based surveys are helpful in sending out surveys to the trainees.

The survey narrows down some potential areas for training and can have trainees indicate or rate their
own level of experience, knowledge and interest in the subject matter.

You might need to augment your form with pre-testing or observation as some individuals will indicate
that they are competent within the training subject. Some trainees may assume they are knowledgeable
in a topic area, but a survey will not tell you if their knowledge is accurate.

It can be useful to get a ‘reading’ of the general interest in your training topic before investing the time,
energy and resources in development.

Survey results can help decisions regarding whether to develop training or not.

Survey responses can indicate the depth of coverage and breadth of material development needed.

Example of a General Topic Survey

The trainer could follow up on the survey by developing a self-rating scale for specific content regarding
topic areas.

This secondary approach would allow more refinement to determine the content to be developed
within the training package.

In this approach, the trainer could

• Take one or more of the topic areas selected where there was some or great interest.
• Ask more detailed questions about knowledge and skills specific to these.
• Ask the potential trainee to rate either their specific knowledge or specific skills for these topics.

Example of Content Survey

Example of Performance Ratings Survey
By completing both types of surveys (topic survey, followed up with either content or performance
ratings) you have been able to gather very useful information as to which topic areas there is greater
training interest and which topics would provide more benefit.

This type of individualization or customization will dramatically increase both the interest of the trainees
and relevance of your training.

Pre-Tests
A pre-test can be developed and distributed to estimate their level of knowledge for a specific topic before
training.

Using pre-tests is often used for knowledge-based training.

A pre-test can also assess problem solving skills and understanding of behavioural strategies using case
study questions. This allows for the trainee to describe how they would typically respond in the case
study scenarios.

Pre-test Advantages
• A more accurate measure of a trainee’s knowledge and application of skills than surveys and/or
questionnaires.
• Decisions on whether training is necessary or not based on actual scores.
• Provides specific details on what areas need more coverage within the presentation or
workshop if delivered.
• Can be completed well in advance of training or a short pre-test can be completed with trainee’s
moments after they arrive for training.
• Allows trainers to plan content in advance.
• Before training, testing results can be reviewed during a break.
• Quick assessments can help you plan out the rest of the training session, in addition to getting a
general understanding of the group's knowledge.

Pre-test Results
For those topic areas where individuals respond accurately, little or no time should be allocated to
developing training.

For those areas that participants score poorly or inconsistently, then training can be warranted. One
could also use these scores as part of a pre/post training evaluation (re-test after training).

If you only have time to administer a pre-test just before training, then you will have developed your
training. What you can do in this case is to either use a colleague to assist you by summarizing the pre-
test scores, or doing the analysis yourself on a break or lunch.

Pre-testing will allow you some level of understanding of the audience and help you adapt to their level
of knowledge or experience.

Observations and Work Samples

If the outcomes of training are to be performance-based learning, you can collect a pre-measure of their
skills using either:

a) Videotape samples
b) Direct observation samples

Regardless of what method you use, it is helpful to evaluate using a performance checklist.

Methods to evaluate trainee skills can include:

• Directly observing their implementation of skills in the natural setting.

• Using simple performance checklists.
• Using role-plays before training in a controlled situation with trained observers.
• Videotape role-plays and other demonstrations of trainees early in the training session.
It is difficult to evaluate the beneficial effects of the training without measuring the pre / post training
skill proficiency of the target skill.

Without premeasures we cannot determine if there was a change in performance and whether training
activities achieved desired outcomes or not.

Without premeasure data, you may continue to deliver a training intervention that does not affect or
change behaviours that you intended to change.

Finalizing the Needs Analysis

• Based on your information gathering during the needs analysis you should be able to decide the
following:
• If there is any interest in training, or if training is even necessary.
• What topics or areas to train.
• What content areas to include in the training (knowledge based on either self-reports or actual
test scores).
• What skill areas need to be included in the training?

You may even have an idea that different groups need different levels of training.

You may recommend separating trainees into a basic level and an advanced level to keep those of
similar needs together and adapt the training specifically to the group’s needs.

As noted earlier, the needs analysis and pre-measure of knowledge or skills before training is similar to a
‘baseline’ in determining the rationale for allocating the resources required to prepare, deliver and
evaluate training.

A needs analysis can also operate as an evaluation measure of the training effects on the trainees (as
one would do with monitoring the effects of a behavioural intervention once started).

By having post-training measures for comparison you would be able to receive valuable feedback on
whether the learning activities (or the mediator behaviour change intervention) achieved the desired
outcome or not.

This feedback is invaluable as there is the opportunity to carefully compare the content and delivery
mechanisms of a training package with its results. Without doing so, you may continue to deliver a
training intervention that does not affect or change behaviours that you intended to change.

If mixing the trainees into just one large group then review the helpful hints below.

Helpful Hints
Expect that when training a group of people that:

1. 60% will not know the information to be trained (brand new)

2. 25% will know a little about the information, but it will often be inaccurate
3. 10% will know a moderate amount and will be seeking clarification and confirmation
(agreement of their knowledge with your presentation)
4. 5% will know all or most of the content you will deliver (and are accurate)
Based on this distribution model of potential trainees, you need to know 110% of the topic of your
training. Thoroughly research and be a little ‘over prepared’ to meet and provide something of value to
those individuals who will know most of the information.

Pros: Those with less knowledge or skills can learn from others attending the training (peers) in addition
to the trainer.

Cons: If the content is too basic then those with greater understanding will become easily bored and
may challenge you.

Learning Objectives (Pre-Training)

Once a decision for training has been made, and a measurement of the trainee’s knowledge or skills has
been completed (when possible), this information is then reviewed to determine learning objectives, or
outcomes of training.

These outcomes will be knowledge-based, performance-based, or both.

A learning objective should indicate to the trainee what new knowledge and/or skills they will be able to
demonstrate after training. Clear learning objectives will become the roadmap for designing your
learning/training activities and in selecting what resources to use.

By having learning objectives, the individual requesting the training can review and agree that these are
what he/she was looking for in changing the trainee’s behaviour. If not, then the objectives can be
modified before spending additional time on developing the training package.

How to Write a Learning Objective

Learning objectives should be written for the mediator, and clearly note what they will be able to do
(not what the trainer will do), such that a trainee could make a commitment to the objective.

The objectives should include:

1. The type of learning (knowledge or skill).

2. A description of an observable and measurable outcome that demonstrates mastery.
3. Communicate an acceptable level of performance from training.
4. The conditions under which the performance will be measured.

Examples of the action-based words to use in writing learning objectives:

Examples of Learning Objectives:
The mediator will, when asked, be able to accurately describe the three main elements of an effective
extinction or planned ignoring procedure and note two problems that may be encountered when using
these types of interventions.

The parents will be able to implement a planned ignoring procedure with their child in identified
situations with 95% accuracy of performance.

The mediator will achieve an accuracy score of 80% or more on a post-training quiz on the principles and
problems associated with use of extinction.

Your learning objectives for the mediator will guide your selection and development of curriculum
content and learning activities.

Training Formants
Knowledge Based Outcomes

Training content will be driven by:

• Increased lecture format

• More written/visual materials with paper based exercises
• Pre/post test of knowledge

Performance Based Outcomes

Training content will be driven by:

• Less lecture format

• More modeling/use of demonstrations
• Physical exercises or role playing
• Pre/post observation of performance
Summary
In this module we explored:

1. How to determine if training is needed or not

2. How to gather information that will be useful in narrowing the focus for training development.
3. How to create learning objectives for your training that are observable and measurable
statements of behaviour with criterion and specific conditions stated.

End of Module Quiz

Put following terms in order

Terms:

• Establish training objectives.

• Ensure training format adheres to guidelines facilitating group learning.
• Pre-training run through.
• Establish training content.
• Enhancing training presentation.
• Assessment: Information gathering for strategies and needs analysis.
• Ensure optimal presentation to all learning types.
• Enhancing training presentation.

1. Overview of Training Development Process: List the following steps in order into a flow chart.

Answers following questions

2. A needs analysis may include certain questionnaires to assess the learner’s knowledge and
performance. List the 4 types of methods for gathering information to assist with the needs
analysis.
3. Expect that when training a group of people about ABA and IBI that:

__will not know the information to be trained (brand new)

___ will know a little about the information, but it will often be inaccurate

___ will know a moderate amount and will be seeking clarification and confirmation (agreement
of their knowledge with your presentation)

___ will know all or most of the content you will deliver (and are accurate)

Answers
1. (Steps are in order)
• Assessment: Information gathering for strategies and needs analysis.
• Establish training objectives.
• Establish training content.
• Ensure optimal presentation to all learning types.
 • Ensure training format adheres to guidelines facilitating group learning.
• Pre-training run through.
• Presentation room set up.
• Enhancing training presentation.
2. Interview, Survey or questionnaire, Pre-Test, Observation / Work sample
3. 60%; 25%; 10%; 5%

You have completed Group Training Package Design: Needs Assessment and Training Objectives.
Remember to check the timeline before you proceed to the next module to ensure you have completed
any assignments as required. Check with your instructor if you have any questions.