Assessing learners’ needs Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD) Workshop Assessing learners’ needs September 2016 Beograd Prepared by Univ. Prof Dr Viktor Jakupec

Assessing Learners’ Needs Learning Outcomes The learner assesses the needs of trainees and setts appropriate learning goals Teaching Activity Presentation of the training needs cycle and analysis model, incl. importance- frequency and needs-demands analyses (practical demonstration) Learning Activity Develop a sample needs analysis framework for planning and delivering training to address learners’ needs within a context of CPD in authentic situations (group activity) 1

Assessing Learners’ Needs Introduction to Topic Developing a strategy for training needs analysis Situation analysis for identified training Needs – Demands Assessment Importance – Frequency Assessment Data and information gathering techniques The process of data gathering Evaluation of data and information Using the evaluation results of the analyses for curriculum development Activity: Apply What You Have Learnt 2

Assessing Learners’ Needs Basic Terminology Needs Assessment Gathering of information about a specific work needs of individuals or groups that can be resolved by training. The types of needs assessment include performance analysis, target population analysis, sorting training needs and wants, job analysis, and task analysis. Demands Assessment Gathering of information about a specific work demanded by an organisation that can be resolved by training. The types of demand assessment include performance analysis, target population analysis, sorting training needs and wants, job analysis, and task analysis. 3

Assessing Learners’ Needs Developing a strategy for training needs / demands analysis Identify key organisational goals and objectives (incl. vision and mission) Define skills the organisation needs to have in the future Define the skills the organisation “DEMANDS” its employees needs to have in the future Define current capabilities of the employees to meet the demands of the organisation in the future …2 4

Assessing Learners’ Needs Developing a strategy for training needs / demands analysis (continuation) Define the gap between the capabilities the employees have currently and the capabilities they will need in the future (Gap Analysis) Define training courses available to bridge the gap between the capabilities the employees have currently and the capabilities they will need in the future (Gap Analysis) Determine if the courses are successful in closing the gap Formulate company specific CPD training plans 5

Assessing Learners’ Needs Developing a strategy for training needs / demands Importance – Frequency Assessment Determine how DIFFICULT the task is (use Likert Scale) Determine how IMPORTANT the task is (use Likert Scale) Determine the TRAINING LEVEL (use Likert Scale) See Example below 6

Assessing Learners’ Needs Example: Developing a strategy for training needs / demands Importance – Frequency Assessment Levels Level 1: Very high priority Level 2: High priority Level 3: Average priority Level 4: Low priority Level 5: No priority (no training required) Source: Buckley, R. and Caple J. (2008) The Theory and Practice of Training, London: Kegan Page 7

Assessing Learners’ Needs Data and Information Gathering Techniques Review of relevant international ‘best practices’ Interviews Focus group discussions Questionnaires Observations Review M&E reports Review feedback reports 8

Assessing Learners’ Needs The Process Step 1: Identify problem needs Determine organisational demands Determine individual/group needs Align demands and needs Perform gap analysis Step 2: Determine target groups to be trained Determine competency levels of trainees Determine information gathering method(s) (instruments) Determine the evaluation/ analyses method of information 9

Assessing Learners’ Needs The Process Step 3: Collect and compute data and information Compute quantitative and qualitative data to correspond with the method Compute data quantitative and qualitative data ready for analysis Step 4: Analyse Data and Information Conduct gender disaggregated qualitative and quantitative data analysis Draw findings, conclusions and recommendations 10

Assessing Learners’ Needs The Process Step 5: Develop a training plan using evaluated data and information on basis of Needs-Demands Analysis Frequency-Importance Analysis Step 6: Develop a training modules or programmes Detailed aims, objectives and content for training to meet the needs and demands Detailed assessment and feedback strategies 11

Assessing Learners’ Needs Evaluation of data and information Example: Evaluation of data and information based on questionnaire Instrument: Likert Scale based questionnaire Evaluation data presentation: Percentage Averages Weighted Averages 12

Assessing Learners’ Needs Evaluation of data and information: Practical Example 13

Assessing Learners’ Needs Evaluation of data and information: Practical Example 14

Assessing Learners’ Needs Activity Develop a sample needs analysis framework for planning and delivering training to address learners’ needs within a context of CPD in authentic situations (group activity) Present the sample needs analysis to other groups 15