Training Needs Assessment: A Systematic Approach Joan Strohauer Department of Education

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

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

Key Skill Asking questions… ? ? ? Asking the RIGHT questions!

In the “Real World” zYou cannot afford to not do a front- end analysis zSomething is better than nothing zDo the best you can zNeed to have a theoretical base zKey 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 zaligned with strategic goals zthree levels yorganizational yoccupational yindividual Micro z initiated by performance problems or change z assessment done to clarify problem, determine if training is the solution, analyze performance, and characteristics of trainees

Instructional Design Process ANALYZEDESIGN DEVELOPIMPLEMENT EVALUATE

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

Analyze  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? z Problem Analysis z Performance Analysis z Task/Competency Analysis z Learner Analysis

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. P. 28

Robert Mager 1. Define the problem? 2. Determine the importance yIs it worth solving? 3. Determine the cause(s) 4. Identify training vs. non-training solutions 5. Select the best (most cost-effective) solutions P. 32

Step 1: Define the problem DESIRED PERFORMANCE (Optimals) - ACTUAL PERFORMANCE (Actuals) =POSSIBLE TRAINING NEED Describe Discrepancy P. 31

Step 2: Is it important? zWhy is it important? zWhat if you did nothing? zHow big is it? (Quantify if possible) zWho cares? z“Is the cost of the discrepancy high enough that it seems worth pursuing a solution?” P. 34

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

Yes, it is a skill deficiency Arrange Formal Training Arrange Practice Arrange Feedback Used to do it? Used often? no yes no yes

Other questions Change the Job Arrange on- the-job training Transfer or terminate Simpler way? Potential ?

If a skill deficiency.. zProvide training zProvide practice zProvide feedback zSimplify the task zDevelop a job aid zOJT zTransfer zTerminate

Yes, it is a problem of will... Remove Punishment Arrange Positive Consequences Arrange consequences Performance punishing? Non-performance rewarded? Does performance matter? P. 37

And one last question... Obstacles? Remove Obstacles

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

To solve a performance issue z Training may not be the answer z Training may not be the only answer

Cause Solution zIf skill or knowledge……….training zIf lack feedback……………..feedback, standards zIf not motivated…………….rewards, consequences zIf unclear expectations…..std, measure, discuss zIf job environment…………change environment zIf potential……………………change personnel P. 39

If training is the answer…. zFormal training zSelf study zTechnology based zJob related/workplace approaches P. 40

Outcomes of Problem and Performance Analysis zMore complete picture of problem zIs it training? Is it training plus… zMake solid recommendations zIf is training or job aid….on to task or competency analysis! P. 42

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

Steps in Task Analysis zBreak job into major functions zBreak functions into major tasks zBreak tasks into steps zIdentify training outcomes

Task Analysis Interviews zManagers zBest performers zJob incumbents zSubject matter experts

Competency Analysis zWhat are competencies? yEnduring characteristics of a person that result in superior on-the-job performance yAreas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks

What is a competency model? zIdentifies 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? zGeneral characteristics zSpecific knowledge and skill zLearning styles zSpecial needs P. 61

Information is Used in Three Important Ways zTo help determine where to begin the content of the training program zTo determine how to present the content zTo get buy-in

Methods for collecting data zData gathering is cornerstone of any needs assessment project zCan be time consuming

Data Collection Methods zInterviews zSurveys/ Questionnaires zFocus Groups zObservation zExisting Data

Final Exam zWhy do we bother with needs analysis? zWhere does TNA fit in the ISD process? zT or F: Training is the solution to most performance problems. zWhat are at least 4 methods of collecting data? zWhat is the key skill one must use in conducting an effective needs analysis?

“If you think training is expensive,try ignorance.”

Thank You!