Transcript Conducting a Needs Assessment This module consists of three 50-minute class sessions.

Conducting a Needs Assessment
This module consists of three 50-minute class sessions
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Think About It
• Your sales director complains that her
representatives are not making their monthly
quotas. She is convinced they need more sales
training to address this issue and asks you to
design something by the end of the week.
• What would you do?
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Learning Objectives
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1.
Describe the role of a training needs assessment to
address performance issues.
2.
Discuss the reasons to complete a training needs
assessment.
3.
Describe the three steps to conduct a training needs
assessment: organization, person/learner, and task
analysis.
Learning Objectives
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4.
Describe the methods available to collect needs
assessment data.
5.
Design a needs assessment plan based on a
performance issue.
A Short Primer
on Assessing Performance Issues
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•
How do you determine the exact cause of the sales
representatives’ failure to meet their sales quota and
whether training is the answer?
•
Process:
1. Conduct a performance analysis; desired vs.
actual employee performance. What is the
difference in current vs. desired performance?
2. Conduct a training needs assessment (TNA) to
determine if training is the most appropriate
intervention. How can the performance gap most
effectively be eliminated?
What Is a
Training Needs Assessment (TNA)?
• A TNA is the process to determine whether training to
address a performance gap is necessary.
• Training might be appropriate when the performance
issue is a “can’t do” issue:
> Poor performance (resulting from a knowledge or skill
>
>
>
>
>
>
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deficiency).
Lack of basic skills (reading, writing, technology, math
skills).
Legislation or policies requiring new knowledge or skills.
New technology.
A customer request for new products or services.
Higher performance standards.
New jobs.
When Is Training NOT the Best Intervention?
• Training is not the best intervention when the
performance issue is a result of:
> Recruiting, selection or compensation problems.
> Policies and procedures issues.
> A lack of coaching and feedback.
> Insufficient tools, equipment or resources.
> Physical setting problems.
> A lack of motivation (job-person fit; person-org fit); a
“won’t do” issue.
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Role of TNA in the Training Process
•
A TNA is the first step in the
training process model.
•
TNA assessment involves:
Organization analysis.
> Task analysis.
> Person/learner analysis.
>
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Three Types of TNA Analyses
•
Organizational Analysis
>
•
Task Analysis
>
•
To identify the important work-related tasks and knowledge,
skills, behaviors, abilities (KSBAs); determine if the content and
activities are consistent with trainee on-the-job experience; and
to develop measurable and relevant content, objectives and
methods.
Person Analysis
>
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To align training with business strategy and to ensure there are
resources and managerial support for training.
To ensure that trainees have the basic skills, motivation,
prerequisite skills or confidence.
Class 1 – Summary and Activity
• Needs assessment assures that training is the most
appropriate intervention to address a performance
problem.
• The first activity will measure your knowledge of the key
terms and theories reviewed in this class session.
• In our next class, we will focus on the three steps to
conduct a training needs assessment.
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Class 2 - Introduction Activity: A Quick Review
• Identify three learning points from our previous
class of identifying performance issues and the role
of needs assessment in the training process model.
• Pair off with another student and share your ideas.
We will discuss these as a class.
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Think About It
• Recall a training experience where you thought the
content to be mismatched to the tasks you actually
performed on the job.
• How did this mismatch influence your ability to learn
in the training program? To successfully use your
knowledge and skills on the job?
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Organization Analysis
1. An Organization Analysis involves determining the:
> Appropriateness of training given the
organization’s strategy.
> Resources (financial and development) available
for training and transfer after training.
> Support by managers and peers for training and
transfer.
 Gather data mainly from senior and mid-level
managers. Why?
 Is there a reason this TNA step should be
accomplished first?
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Task Analysis
2.
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Task Analysis involves:
>
Identifying the important work-related tasks and
knowledge, skills, behaviors and abilities
(KSBAs) that must be emphasized in training.
>
Data sources: Subject matter experts (SMEs),
managers, exemplary employees.
Task Analysis Process
•
The task analysis process involves:
1.
2.
3.
4.
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Selecting the job(s) to be analyzed.
Developing a list of tasks performed (from an interview
or survey of exemplary employees).
Mining data sources: Ask SMEs, managers and/or
exemplary employees to validate tasks:
a. Frequency: How frequent is the task completed?
b. Importance: How important is this task to the
overall work?
c. Difficulty: How difficult is this task?
Identify KSBAs that should be trained to address the
gap.
Person/Learner Analysis
The person/learner analysis involves:
>
Determining whether performance deficiencies
result from a lack of knowledge, skill, behavior or
ability (a training issue) or from a motivational or
work design problem.
>
Identifying who needs the training; who has a KSBA
deficiency.
>
Determining readiness for training: basic skills,
motivation, self-efficacy.
 Data sources include learners, managers and
document reviews (personnel records, prior training
records, or testing).
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Data for a Person/Learner Analysis
•
•
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Person: Is the person
cognitively and/or physically
able to complete the task?
Does the person believe in
their ability to complete the
task (i.e., self efficacy)?
Barriers: Does the person
perceive any constraints to
performing the task correctly?
Are the constraints physical or
managerial?
•
Performance
expectations: Does the
person understand the level
of performance expected?
•
Consequences: What
consequences exist to
correct an incorrect task
demonstration?
•
Feedback: Are people
receiving timely and
accurate feedback about
their performance?
Quick Review: Think-Pair-Share
•
We’ve just explored the three areas in a TNA. Let’s review
before moving to the methods used to collect TNA data.
•
Consider the following superlatives and answer each
concerning the content we just covered:
A key point that was most surprising.
> A key point that helped me understand needs assessment.
> A key point that was most useful.
>
•
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Be prepared to share with the class.
TNA Data-Gathering Methods
• Observation
• Interviews
• Questionnaire
• Document Review
• Focus Groups
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Pros and Cons of TNA Methods
• Observation:
> Pro
> Con
• Questionnaire
> Pro
> Con
• Interviews
> Pro
> Con
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Pros and Cons of TNA Methods
•
Observation
Pro: Generates data relevant to work environment and
minimizes work interruptions.
> Con: Requires a skilled observer. Employees’ behavior may
be affected by being observed. In addition, it is time
consuming.
>
•
Questionnaire
Pro: Inexpensive and can collect data from a umber of
people.
> Con: Provides limited information. There are also anonymity
concerns.
>
•
Interviews
Pro: Good at uncovering details of training needs and the
trainer can explore questions that arise.
> Con: It is time consuming and difficult to analyze. To
succeed, need a skilled interviewer.
>
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Pros and Cons of TNA Methods (Cont’d)
• Focus Groups:
> Pro
> Con
• Document Review
> Pro
> Con
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Pros and Cons of TNA Methods (Cont’d)
• Focus Group:
> Pro: Useful with complex or controversial issues that one
person may be unable or unwilling to explore.
> Con: Time consuming to organize; status or position
differences may limit participation.
• Document Review
> Pro: Good source of information on procedure; objective.
> Con: May not be available, accessible, or valid; technical
language might require SMEs to explain.
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Class 2 Summary
• Conducting a TNA requires gathering data at the
organization, task and person/learner level. Each level
includes specific questions, data sources and collection
methods.
• In our final session, we will review case questions you
will answer after reading the case for homework. You will
also design a needs assessment plan for your
organization.
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Activity #2: Homework
• Read the mini-case (Activity 2). Please
answer the associated case questions and
be prepared to discuss them in our next
class session.
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Class 3
• Now that you’ve had a chance to explore a needs
assessment process in the case study, we will
discus your reflections on the case and then design
your own needs assessment plan.
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Activity #2 Homework - Case Review
• Review your case study responses.
• In groups of three, review your answers. Discuss any
differences in member responses and come to a
consensus on an answer.
• Be prepared to share your responses with the class in a
general discussion.
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Challenges of TNA
• Time constraints can limit the length and detail obtained
from needs assessment.
> What should you do if you lack the time to conduct a TNA?
• Lack of management support :
> The scope of the needs assessment depends on the size of
the performance issue.
• Starting over each time. However, you can anticipate
training needs if you are attuned to:
> Business problems.
> Technological developments.
> Other issues facing the organization.
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TNA Review
• When to conduct a TNA.
• When training is the appropriate intervention.
• The three main analyses included in a TNA.
• Data sources and collection methods used.
• Challenges to conducting a TNA.
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Activity #3: Design a TNA
• Using a current performance issue in your
workplace, create a needs assessment plan that
describes the specific assessment process and
methods used to collect data.
• Individually or in small groups of 3-5, be
prepared to discuss the:
> Performance issue.
> Specific process used.
> Methods you will use to collect necessary needs
assessment data.
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Review and Closing
Direction: How will you
use your new knowledge?
Luggage:
What new
knowledge will
you take with
you?
Gas: What
resources or
support do you
need?
Exhaust: What are
you leaving behind?
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