DAY- 2

TRAINING NEED ASSESSMENT Building Performance

“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!

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.

SWOT ANALYSIS

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? Problem Analysis Performance Analysis Task/Competency Analysis Learner Analysis

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. 32

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?” 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 want!

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.. Provide training Provide practice Provide feedback Simplify the task Develop a job aid OJT Transfer Terminate

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? First determine cause(s) Only then look at possible solutions Seek 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 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 personnel P. 39

If training is the answer…. Formal training Self study Technology based Job related/workplace approaches P. 40

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! P. 42

TNA IPP APP TIN

PERFORMANCE PROBLEM WHAT SHOULD BE-WHAT IS SOLUTION IS POSSIBLE ONLY WHEN PROBLEM IS IDENTIFIED AND ANALYSED

Desired Performance Actual Performance Gap Performance Gap

IDENTIFICATION OF PERFORMANCE PROBLEM REQUIRES PRESCRIBED PEFORMANCE STANDARDS AND ACTUAL PERFORMANCE IF PRESCRIBED LEVELS OF PERFRMANCE NOT AVAILABLE a.Compare with similar organisation b.Compare with past performance c.Benchmarking d.Industry standards e.Work study

ANALYSIS OF PERFORMANCE PROBLEMS FOLLOWING FACTORS ARE IMPORTANT LEVEL OF THE PROBLEM DIMENSION OF THE PROBLEM SYMPTON/CAUSES ANALYSIS INDENTIFICATION OF LEARNING NEEDS

LEVELS OF THE PROBLEM ORGANISATIONAL LEVEL (KVS RESULT HAS DECLINED DUE TO SHORTAGE OF TEACHERS) DEPARTMENTAL LEVEL (ADMN COULD NOT RECRUIT TEACHERS) JOB LEVEL/PERSONAL LEVEL (TEACHERS WERE NOT TRAINED IN HOTS) TASK LEVEL ( 5 TEACHER COULD NOT COMPLETE SYLLABUS IN TIME)

FACTORS AFFECTING THE PERFORMANCE ENVIRONMENTAL DIMENSION BEHAVIOURAL DIMENSION MOTIVATIONAL DIMENSION

ENVIRONMENTAL DIMENSION LACK OF PROPER TOOLS ERRATIC APPLICATION OF REWARD AND PUNISHMENT

BEHAVIOURAL DIMENSION COMPLEX TASK INDIVIDUAL MAY NEW TO JOB/ORG ASSIGNMENT IS OCCASIONAL IN NATURE, MAY NOT HAVE MASTRY MAY HAVE MULTIPLE DIMENSION

MOTIVATIONAL DIMENSION PERFORMANCE IS PUNISHING (MORE ASSIGNMENT) NON-PERFORMANCE IS NOT PUNISHED PERFORMANCE IS RISKY (REQUIRED TO ANSWER TOO MANY QUESTIONS)

SOLUTIONS MENTORING JOB AIDS (TIP SHEET, TASK GUIDANCE CHART) BROCHURES, CIRCULARS, MANUAL MORE TIME TO PRACTICE

TRANING NEEDS CONTEXT TARGETS GROUP AIM OF THE PROPOSED TRAINING CONSTRAINTS ROI

3 Factors Building Enthusiasm Equity/Fairness –People want to be treated fairly at work Achievement –People want to do important, useful work, and be recognized for this Camaraderie –People want to enjoy good relationships with their co-workers

Symptoms of performance problems Low productivity Poor work quality Too many errors Wasted time Accidents Frustration Absenteeism Conflict with supervisors Lack of communication Lack of confidence Lack of teamwork Long coffee breaks Poor attitudes Staff complaints Student complaints Equipment problems

Identifying Performance Problems ? Symptoms of a performance problem Is there a difference between results wanted and those achieved? Is it worth the effort to rectify the discrepancy? Don’t have a performance problem No Yes No Use performance checklist to identify cause Yes

EXERCISE IN PEFORMANC E PROBLEM

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 SAT process? Is training 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?

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

Thank You!

DAY-3

Design of Training Course

DESIGN A plan or scheme conceived in the mind of something to be done; the preliminary conception of an idea that is to be carried into effect by action. Oxford English Dictionary

WHY DESIGN? PROCESS STANDARDISATIONPROCESS STANDARDISATION UNIFORMITY IN IMPLEMENTATIONUNIFORMITY IN IMPLEMENTATION OPTIMISE PRODUCTIVITYOPTIMISE PRODUCTIVITY BETTER CLIENT UNDERSTANDINGBETTER CLIENT UNDERSTANDING TAKING CARE OF THE CONSTRAINTSTAKING CARE OF THE CONSTRAINTS PLAN ASSESSMENT PROCESSPLAN ASSESSMENT PROCESS

TASK Desired level Existing Level Gap Performance

Organizational Analysis Job Analysis Task Analysis TRAINING NEEDS

PERFORMANCE PROBLEM A PERFORMANCE PROBLEM IS A GAP BETWEEN DESIRED PERFORMANCE AND ACTUAL PERFORMANCEA PERFORMANCE PROBLEM IS A GAP BETWEEN DESIRED PERFORMANCE AND ACTUAL PERFORMANCE A DIFFERENCE BETWEEN “WHAT IS” AND “WHAT SHOULD BE”A DIFFERENCE BETWEEN “WHAT IS” AND “WHAT SHOULD BE” AN INDEX OF DISSATISFACTION WITH THE WORK BEING DONE.AN INDEX OF DISSATISFACTION WITH THE WORK BEING DONE.

PERFORMANCE PROBLEM TRAINING IS A POSSIBLE SOLUTION, FOR A PROBLEMTRAINING IS A POSSIBLE SOLUTION, FOR A PROBLEM TRAINING IS NOT ALWAYS THE IDEAL SOLUTION FOR EVERY PROBLEMTRAINING IS NOT ALWAYS THE IDEAL SOLUTION FOR EVERY PROBLEM

PERFORMANCE PROBLEM TRAINING SATISFACTORY PERFORMANCE

ROLE OF DESIGN TEAMS FC SHARING PROBLEMSSHARING PROBLEMS USING IT FOR DESIGNUSING IT FOR DESIGN WORKING TOGETHERWORKING TOGETHER WILLING TO COLLABORATEWILLING TO COLLABORATE SHARED VIEWS / RESPONSIBILITIESSHARED VIEWS / RESPONSIBILITIES AVOID PRECONCEIVED SOLUTIONSAVOID PRECONCEIVED SOLUTIONS ACT AS CONSULTANTACT AS CONSULTANT

ROLE OF CONSULTANT FC COMMENTS FOR IMPROVEMENTCOMMENTS FOR IMPROVEMENT AVOID NEGATIVE STATEMENTSAVOID NEGATIVE STATEMENTS PROVIDE SUGGESTIONS.PROVIDE SUGGESTIONS. NO FAULT FINDINGNO FAULT FINDING

DESIGN CONSTRAINTS POLICY POLICY PRIORITY PRIORITY BUDGET BUDGET TRAINERS TRAINERS TRAINEES TRAINEES RESOURCES RESOURCES LOCATION LOCATION TIME TIME

CONSTRAINTS EXERCISE FC IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN COMPLETE DESIGN BRIEF COVERING FOLLOWING POINTS: COMPLETE DESIGN BRIEF COVERING FOLLOWING POINTS: - TITLE or TOPIC - TITLE or TOPIC - CLIENT or ORGANISATION - CLIENT or ORGANISATION - PERFORMANCE PROBLEM - PERFORMANCE PROBLEM - TRAINING NEED - TRAINING NEED - TARGET GROUP - TARGET GROUP - CONSTRAINTS - CONSTRAINTS - AIM OF TRAINING - AIM OF TRAINING - BENEFITS - BENEFITS CONSULTANTS TO REVIEW & GIVE FEEDBACK CONSULTANTS TO REVIEW & GIVE FEEDBACK DESIGN TEAM TO PRESENT DESIGN BRIEFDESIGN TEAM TO PRESENT DESIGN BRIEF

DESIGN BRIEF TITLE or TOPIC TITLE or TOPIC CLIENT or ORGANISATION CLIENT or ORGANISATION PERFORMANCE PROBLEM PERFORMANCE PROBLEM TRAINING NEED TRAINING NEED TARGET GROUP TARGET GROUP CONSTRAINTSCONSTRAINTS AIM OF TRAININGAIM OF TRAINING BENEFITS BENEFITS

Learning Unit, Course & Training Programme Learning Unit Dealing with learning required for a single task. TrainingProgramme Dealing with learning whole, or part of, a job or occupation

DESIGN PERSPECTIVES TrainingProgramme TrainingCourse LearningUnit

Learning Curve Time Performance

Time TRAINING STRATEGY Performance Learning Curve On Job Training Course

Time TRAINING STRATEGY Performance Learning Curve 2. Word Processing Skills 1. Keyboard skills

The Learning Unit Objective Entry Behaviour Performance Assessment Learning Event FEED BACK

TASK : Overhead Projector Describe it ? Use it? Set it up ? Service it ? Which model ? Where is it to be used ? What about a stand, screen ? Image correctly positioned? Is it square, in focus, no keystone ? Visible to audience ? Use of machine, on/off, masking ? PERFORMANCE CONDITIONS STANDARDS OBJECTIVES: CONDITIONS AND STANDARDS

Time Vs Objectives PerformanceObjective TrainingObjective Time Performance

AIM TRAININGOBJECTIVETRAININGOBJECTIVE TRAINING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE ENABLING OBJECTIVE AIM & OBJECTIVES

Bloom’s Taxonomy 70 Levels of Cognition –Knowledge (verbal recall) –Comprehension –Application –Analysis –Synthesis –Evaluation KnowledgeEvaluation

The Story of Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up.

The Story of Goldilocks and the Three Bears After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet. "This chair is too big!" she exclaimed. So she sat in the second chair. "This chair is too big, too!" she whined. So she tried the last and smallest chair. "Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces!

The Story of Goldilocks and the Three Bears As she was sleeping, the three bears came home. "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

The Story of Goldilocks and the Three Bears They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear. Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.

Applying Bloom’s Knowledge – List the items used by Goldilocks while she was in the Bears’ house. Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best. Application – Demonstrate what Goldilocks would use if she came to your house. Analysis – Compare this story to reality. What events could not really happen. Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish. Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion. Using the story Goldilocks and the Three Bears

TRAINING OBJECTIVES Categories of knowledge and skill HUMAN FACTORS Trainer Trainee's learning style & EB Number of trainees CHOICE OF METHOD RESOURCE AVAILABILITY Time Budget Facilities LEARNING PRINCIPLES Motivation Participation Practice Feedback Flexibility Transfer SUBJECT AREA Reproductive Productive Inter Disciplinary DETERMINING FACTORS

FLIP CHART-D3/1 TRAINING METHODS EXERCISE –CHOOSE ONE LEARNING UNIT WITH ITS TRAINING AND ENABLING OBJECTIVES –DISCUSS WHICH METHODS CAN BE USED –SELECT METHOD(S) AGAINST EACH OBJECTIVE TAKING INTO ACCOUNT THE EVALUATION CRITERIA –HAND OVER TO CONSULTANTS WHO WILL PROVIDE FEEDBACK –DESIGN TEAMS TO PRESENT IN THE PLENARY

PERFORMANCE AID Formal Training Performance Aid ENTRY BEHAVIOUR TASK PERFORMANCEGAP

DECIDING CONTENT COULDSHOULDMUST OBJECTIVE

of training Benefits of not training STANDARD OF PERFORMANCE Training-Cost and Benefit COST

DESIGN PRESENTATION PARAMETERS  Title or Topic  Need  Entry Behaviour  Key constraints  Aim of the training  Training and enabling objectives  Proposed training strategy  Proposed validation measures  Outline timetable  Budget  Action plan to develop design

EXERCISE LOST AT SEA

PREPARING A TRAINING PROPOSAL