1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

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

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

16. 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