1. Module 4: Assessing needs MOA – FAO – TCP Workshop on Managing Training Institutions Beijing, 10 July 2012 1

2. Objectives (I) To differentiate the concepts needs and needs assessment as basis to develop effective training programs and activities. To differentiate the concepts needs and needs assessment as basis to develop effective training programs and activities.. 2

3. Objectives (II) To identify the key stages and activities and understand the processes to conduct training needs assessment for various target beneficiaries. To identify the key stages and activities and understand the processes to conduct training needs assessment for various target beneficiaries. 3

4. Objectives (III) To review examples of how training institutions/organizations in different settings assess needs. To review examples of how training institutions/organizations in different settings assess needs. 4

5. Objectives (IV) To work in small groups to design needs assessment activities based on actual training courses from the FFRC and HHRRC and propose a procedural model on needs assessment for training program development. To work in small groups to design needs assessment activities based on actual training courses from the FFRC and HHRRC and propose a procedural model on needs assessment for training program development. 5

6. Basic concepts of needs Need is a gap between ‘what is’ and ‘what should be’; a gap between real and ideal; a gap between the desired condition and current actual situation to achieve a certain outcome. Need is a gap between ‘what is’ and ‘what should be’; a gap between real and ideal; a gap between the desired condition and current actual situation to achieve a certain outcome. Want is something that you don’t really need but would be nice to have; an unfulfilled desire that you can live with. Want is something that you don’t really need but would be nice to have; an unfulfilled desire that you can live with. 6

7. Basic concepts of needs Training needs are all those needs that can be fulfilled by imparting training to participants of a program and that training will achieve the desired outcome. Training needs are all those needs that can be fulfilled by imparting training to participants of a program and that training will achieve the desired outcome. Non training needs are those needs that cannot be fulfilled through training intervention in the change/acquisition of knowledge, skills, or attitudes. Non training needs are those needs that cannot be fulfilled through training intervention in the change/acquisition of knowledge, skills, or attitudes. 7

8. Basic concepts of needs Needs assessment is the process of gathering data and information that will shape and inform challenge course design, training agenda and outcomes or a full program implementation. (WEB definition) Needs assessment is the process of gathering data and information that will shape and inform challenge course design, training agenda and outcomes or a full program implementation. (WEB definition) Needs analysis is the process of identifying and evaluating needs in a community or other defined target population. Needs analysis is the process of identifying and evaluating needs in a community or other defined target population. 8

9. Basic concepts of needs Training needs assessment (TNAs) is an ongoing process of gathering data/information that help determine what training needs exist so that effective training programs can be developed for the target clientele. Training needs assessment (TNAs) is an ongoing process of gathering data/information that help determine what training needs exist so that effective training programs can be developed for the target clientele. Training needs analysis (TNAn) is a formal process of identifying the training gap and its related training need. (WEB definition) Training needs analysis (TNAn) is a formal process of identifying the training gap and its related training need. (WEB definition) 9

10. What to determine in assessing needs? The institution, its mission, goals and objectives; The institution, its mission, goals and objectives; Jobs and related tasks that need to be learned; Jobs and related tasks that need to be learned; Competencies and skills needed to perform the tasks; Competencies and skills needed to perform the tasks; The knowledge, skills and attitude requirements most suitable for the job; The knowledge, skills and attitude requirements most suitable for the job; Individuals who are to be trained for the job. Individuals who are to be trained for the job. 10

11. Two Approaches to NA 1. Extensive needs assessment - uses a large number of cases to determine trends (e.g. SWOT analysis involving 10-20 key stakeholders) - uses a large number of cases to determine trends (e.g. SWOT analysis involving 10-20 key stakeholders) 11

12. Two Approaches to NA 2. Intensive needs assessment - involves the examination of few cases in depth (focuses at individual level using FGI, KII, FCW and other techniques were extensively used in the KAP survey to extract specific information on the knowledge (K), attitude (A) and practice (P) of individual farmers and farming communities. - involves the examination of few cases in depth (focuses at individual level using FGI, KII, FCW and other techniques were extensively used in the KAP survey to extract specific information on the knowledge (K), attitude (A) and practice (P) of individual farmers and farming communities. 12

13. Methods & techniques KAP Survey The KAP survey is one common method to assess needs and was extensively used in the 1990s by FAO in many agriculture extension projects in developing countries in Asia, Africa and the Caribbean. The results of the survey were used as inputs to design Strategic Extension Campaigns (SECs) that targets specific production problems. The KAP survey is one common method to assess needs and was extensively used in the 1990s by FAO in many agriculture extension projects in developing countries in Asia, Africa and the Caribbean. The results of the survey were used as inputs to design Strategic Extension Campaigns (SECs) that targets specific production problems. 13

14. Why TNAs? TNAs should be an ongoing process of gathering data/information TNAs should be an ongoing process of gathering data/information determine what training needs exist to develop effective training programs determine what training needs exist to develop effective training programs determine priorities for decision making determine priorities for decision making resource allocations to accomplish its mission, goals and objectives. resource allocations to accomplish its mission, goals and objectives. 14

15. Why TNAs (Continued) fundamental to the success of developing and implementing a training program. fundamental to the success of developing and implementing a training program. avoid risks of ‘over-doing training’, providing inadequate training, or missing the critical aspects of training most needed. avoid risks of ‘over-doing training’, providing inadequate training, or missing the critical aspects of training most needed. 15

16. Who should conduct TNAs? Level 1: Institutional/organizational assessment The personnel involved at this level should include the policy makers, managerial staff, HR professionals, decision-makers and other senior level stakeholders. The personnel involved at this level should include the policy makers, managerial staff, HR professionals, decision-makers and other senior level stakeholders. 16

17. Who should conduct TNAs? Level 2: Occupational assessment At this level the personnel involved should include middle-level managers, technical experts, production line managers/leaders and other occupational experts. At this level the personnel involved should include middle-level managers, technical experts, production line managers/leaders and other occupational experts. 17

18. Who should conduct TNAs? Level 3: Individual assessment The target employees and immediate supervisors should be the key personnel to be consulted for this level of needs assessment. The target employees and immediate supervisors should be the key personnel to be consulted for this level of needs assessment. 18

19. Relationship: TNAs and TNAn TNAs is an ongoing process of gathering data/information that help determine what training needs exist so that effective training programs can be developed for the target clientele. TNAs is an ongoing process of gathering data/information that help determine what training needs exist so that effective training programs can be developed for the target clientele. TNAn is a formal process of identifying the training gaps that relate to the training needs identified. TNAn is a formal process of identifying the training gaps that relate to the training needs identified. 19

20. How is TNAs conducted? Two basic approaches Two basic approaches Extensive NA uses large no. of cases to determine trends, e.g. SWOT analysis Extensive NA uses large no. of cases to determine trends, e.g. SWOT analysis Intensive NA uses few cases in depth to understand cause and effect, determine priorities and ranking them, Intensive NA uses few cases in depth to understand cause and effect, determine priorities and ranking them, 20

21. How is TNAs conducted? Process of TNAs Process of TNAs At each of the three levels of TNAs, a training need analysis (TNAn) is undertaken to identify the training gaps that are related to training needs. At each of the three levels of TNAs, a training need analysis (TNAn) is undertaken to identify the training gaps that are related to training needs. The information derived from the analysis used as inputs for ongoing staff training programs. The information derived from the analysis used as inputs for ongoing staff training programs. 21

22. A project approach to conduct needs assessment Methods & techniques used Consultation Forum with stakeholders Consultation Forum with stakeholders Focus group interview (FGI) Focus group interview (FGI) Key informant interview (KII) Key informant interview (KII) Farmers; Consultation workshops Farmers; Consultation workshops Ten seed techniques Ten seed techniques KAP surveys KAP surveys 22

23. Case Example 1: Assessing needs at national level Pakistan Agribusiness Development Project (ADB Loan 2171-PAK) This ADB Loan Project was implemented over a period of five (5) years, 2005-2010. This ADB Loan Project was implemented over a period of five (5) years, 2005-2010. 23

24. Training needs identified Crop Management Crop Management Post Harvest Processes Post Harvest Processes Fresh Fruits Handling Fresh Fruits Handling Fruits and Vegetables Drying Fruits and Vegetables Drying Fruit Processing/Products Fruit Processing/Products Cut Flower Trading Cut Flower Trading Business Management Business Management 24

25. Case Example 2: Assessing needs at grassroots level Project: Improving Agricultural Services Delivery and Enterprise Development in Arumeru District, Arusha Region Republic of Tanzania The Project funded by the Commonwealth Fund for Technical Cooperation (CFTC), Commonwealth Secretariat (CS) Implemented in April-May 2005 25

26. Ten Seed Technique: Participatory wealth ranking by villagers Visual ‘D’ PRA Tools – Individual Wealth Ranking using the Ten Seed Techniques (TST) 26

27. Thank-you. Time for questions and discussion. 27