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    Training Needs Assessment: A Systematic Approach

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    Monjurul Alam
    This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It then outlines the instructional design process of analyzing, designing, developing, implementing, and evaluating training solutions. A key part of analysis is asking the right questions to understand performance gaps, determine if issues are due to skills or motivation, and identify the most effective solutions, of which training may not always be part. Common data collection methods for needs assessment include interviews, surveys, focus groups, and observation.

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    Training Needs Assessment: A Systematic Approach

    Uploaded by

    Monjurul Alam
    2K views38 pages
    This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It then outlines the instructional design process of analyzing, designing, developing, implementing, and evaluating training solutions. A key part of analysis is asking the right questions to understand performance gaps, determine if issues are due to skills or motivation, and identify the most effective solutions, of which training may not always be part. Common data collection methods for needs assessment include interviews, surveys, focus groups, and observation.

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    A very useful presentation on Training Need Analysis (TNA)

    Original Title

    Training Need Assessment

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    This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It then outlines the instructional design process of analyzing, designing, developing, implementing, and evaluating training solutions. A key part of analysis is asking the right questions to understand performance gaps, determine if issues are due to skills or motivation, and identify the most effective solutions, of which training may not always be part. Common data collection methods for needs assessment include interviews, surveys, focus groups, and observation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    2K views38 pages

    Training Needs Assessment: A Systematic Approach

    Uploaded by

    Monjurul Alam
    This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It then outlines the instructional design process of analyzing, designing, developing, implementing, and evaluating training solutions. A key part of analysis is asking the right questions to understand performance gaps, determine if issues are due to skills or motivation, and identify the most effective solutions, of which training may not always be part. Common data collection methods for needs assessment include interviews, surveys, focus groups, and observation.

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    of 38

    Training Needs Assessment:

    A Systematic Approach
    “Remember, training is not
    what is ultimately important…
    performance is.”
    Marc Rosenberg
    Did you know...

    “Not more than 6-10 % of


    expenditures in training actually
    result in transfer to the job.”
    Broad and Newstrom
    Key Skill

    Asking ???
    questions…
    Asking the
    RIGHT
    questions!
    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
    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.
    Macro vs. Micro
    Macro Micro
    ❚ aligned with ❚ initiated by
    strategic goals performance
    ❚ three levels problems or
    ❙ organizationa change
    l ❚ assessment done
    to clarify problem,
    ❙ occupational determine if
    ❙ individual training is the
    solution, analyze
    performance, and
    Instructional Design
    Process

    ANALYZE DESIGN

    DEVELOP IMPLEMENT

    EVALUATE
    Why ISD?

    On the job GAP Classroom or


    performance other type of
    training or
    intervention
    Analyze
     What is the
    problem? ❚ Problem Analysis
     Is it a training
    problem? ❚ Performance
     What skills and Analysis
    knowledge should
    be included in the ❚ Task/Competency
    training program? Analysis
     Who needs to be
    trained? ❚ Learner Analysis
    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.  
    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
    P. 31

    Step 1: Define the problem

    Describe Discrepancy

    DESIRED PERFORMANCE (Optimals)

    ­  ACTUAL PERFORMANCE (Actuals)

    = POSSIBLE TRAINING NEED
    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?”
    If the answer is no…..

    IGNORE

    REJOICE
    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.
    Yes, it is a skill deficiency

    Arrange Formal
    no Used to
    Training
    do it?

    yes
    Arrange Practice
    no Used
    often?

    Arrange
    Feedback yes
    Other questions

    Change the
    Job Simpler
    way?
    Arrange on-
    the-job
    training

    Transfer or Potential
    terminate ?
    If a skill deficiency..

    ❚ Provide training
    ❚ Provide practice
    ❚ Provide feedback
    ❚ Simplify the task
    ❚ Develop a job aid
    ❚ OJT
    ❚ Transfer
    ❚ Terminate
    Yes, it is a problem of will...
    Remove
    Performance
    punishing? Punishment

    Non-performance Arrange
    rewarded? Positive
    Consequences

    Arrange
    Does performance consequences
    matter?
    And one last question...

    Obstacles? Remove
    Obstacles
    Step 4: To train or not to
    train?
    Calculate cost
    ❚ First determine
    cause(s) Select best
    ❚ Only then look at solution(s)
    possible solutions
    Implement
    ❚ Seek integrated
    solution systems
    that get to the root
    of the problem
    To solve a performance
    issue

    ❚ Training may not be the answer


    ❚ Training may not be the only
    answer
    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
    If training is the answer….

    ❚ Formal training
    ❚ Self study
    ❚ Technology based
    ❚ Job
    related/workplace
    approaches
    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!
    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 supervision
    consistent set of ❚ Professional jobs
    training ❚ Career pathing
    requirements ❚ Leadership
    development
    Steps in Task Analysis

    ❚ Break job into


    major functions
    ❚ Break functions
    into major tasks
    ❚ Break tasks into
    steps
    ❚ Identify training
    outcomes
    Task Analysis Interviews

    ❚ Managers
    ❚ Best performers
    ❚ Job incumbents
    ❚ Subject matter
    experts
    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
    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.
    What do you want to
    know?

    ❚ General
    characteristics
    ❚ Specific knowledge
    and skill
    ❚ Learning styles
    ❚ Special needs
    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
    Methods for collecting
    data

    ❚ Data gathering is cornerstone of any


    needs assessment project
    ❚ Can be time consuming
    Data Collection Methods

    ❚ Interviews
    ❚ Surveys/
    Questionnaires
    ❚ Focus Groups
    ❚ Observation
    ❚ Existing Data
    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
    “If you think training
    is expensive,try
    ignorance.”
    Thank
    You!

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