Training Needs Analysis Approach
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Transcript of Training Needs Analysis Approach
8/8/2019 Training Needs Analysis Approach
http://slidepdf.com/reader/full/training-needs-analysis-approach 1/19
Training & Development Needs Analysis
Training
8/8/2019 Training Needs Analysis Approach
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Overview
Models of Learning
± Reinforcement Theories
± Cybernetic & Infor mation Theories
± Cognitive Theories & Pr oblem Solving
± Experiential Learning Cycle
The µlearner¶ and the organisation¶ : transfer
Model of Training Needs Analysis (TNA) :
individual and organisational levels of analysis
Special training and development needs :
diver sity management
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Learning
Training and developmental activities are designed to
bring about changes in behaviour¶
Arnold, Cooper & Robertson (1998)
Learning is µa relatively permanent change in behaviour
that occurs as a result of practice or experience¶
Bass & Vaughan (1966)
How do we learn ? Psychological theories...
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Cybernetic & Information Theories
How infor mation is r eceived and monitor ed (µ¶human
ther mostats¶¶ - Stammer s & Patrick, 1975)
Po er Source Monitoring Process
(muscular action) (receipt of µcues¶ through
the senses)
Feedback
Skills Analysis - what µcues¶ or µstimuli¶ an experienced
worker is being guided by (e.g. typist : µhunt & peck¶)
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Cognitive Theories & roblem olving
Reflect the way in which we learn to
r ecognise and def ine pr oblems or
experiment to f ind solutions
± trial & err or ± deductive r easoning
± infor mation seeking
Kohler (1973) Theory of µInsight Learning¶ or
µDiscovery Learning¶ (e.g. Chimps, bananas and sticks or Archimedes µEur eka!!¶)
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Gagné¶s Hierarchy of Learning
8 major varieties of learning, hierarchically r elated, each
building on ear lier , mor e simple abilities (which ther efor e
act as pr er equisites for mor e complex abilities)
± Signal Learning (classical conditioning)
± Stimulus-Response Learning (operant conditioning)
± Chaining (connecting sequence of 2+ S-R units)
± Verbal Association (learning µverbal¶ chains)
± Discrimination Learning (differ ent r esponses to similar stimuli)
± Concept Learning (common r esponse to differ ent stimuli in gp) ± Rule Learning (a chain of 2 or mor e concepts I.e. if µA¶ then µB¶)
± Pr oblem Solving (r ecombining old r ules into new ones)
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Ex periential LearningKolb (1974) : µLearning Cycle¶
Concr ete
Testing experience Observations
implications of & Reflections
concepts in new
situations For mation of
abstract concepts
& generalisations
Honey & Mumfor d (1986, 1992) : µLearning Styles¶
± activist : open-minded, actively involved, bor ed with
implementation
± r eflector : ponder experiences, cautious, µback-seat¶, µbigger
pictur e¶
± theorist : adapt & integrate observations, vertical, logical,
hierarchical
± pragmatist : try out new ideas to see if they work in practice
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The µLearner-Organisation¶ Interaction (I)
Learner Motivation
± Otto & Glaser (1970) : taxonomy of motivational f actor s in
learning : achievement motivation, anxiety, appr oval,
curiosity, acquisitiveness
Knowledge of r esults (feedback)
± for m of r einforcement
± Extrinsic KR
± Intrinsic KR
± Learning curves & plateau
Attitude for mation & change
± pr edispose learner s to action
± having µhar monious attitudes¶ (Festinger¶s concept of
cognitive dissonance, 1957)
± gr oup discussion, pr oviding new infor mation
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The µLearner-Organisation¶ Interaction (II)
Age
± less brain cells, speeded per for mance declines
± short-ter m memory deteriorates (incr eased
err or s in cognitively complex tasks)
± Welfor d (1962) older less able to cope with
large amounts of infor mation and
± vocab. and compr ehension incr ease
(r easoning and numerical ability test scor es
decr eased)
± Vernon (1960) rate of decline slowest inoriginally high scor er s.
± Stimulation
± Education & Training offset decline in
abilities
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Transfer
Training transfer occur s when new learning is used in new settings beyond those employed for training
purposes¶ (Arnold, Cooper & Robertson, 1998)
Positive Learning Transfer
± µwhen learning that has alr eady taken place on one task
assists later learning on another¶
± vertical positive transfer : one subject acts as a basis for
another (e.g. maths to statistics)
± lateral positive transfer : occur s when the same type of
stimulus r equir es the same r esponse (e.g. flight simulator s)
± N.B. µOn-¶ vs µOff -the-job¶ Training
Negative Transfer
± µwhen an old learning or past experience can hinder
per for mance on a new task; when the same stimuli r equir es
a differ ent r esponse¶ (e.g. driving on right hand side)
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Factors that assist Transfer Individual
Under standing of general principles ± f acilitated by discovery learning; issue of physical
and psychological µf idelity¶
Over learning
± practising beyond the level of minimum competence
Association
± getting the trainee to associate new learning with
other , pr evious, learning.Organisational
Supportive cultur e ?
Congr uent nor ms/values/attitudes
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Goldstein (1986, 1991, 1993)
odel of Training Needs Analysis
Stage OneEstablish organisation¶s commitment and support
Stage TwoOrganisational Analysis
Stage ThreeRequir ement Analysis
Stage Four µNeeds Assessment¶ - Task & KSA analysis of training needs
Stage Five
µPer son Analysis¶
Stage Six Collate data to input to, and design of, training envir onment
and training evaluation
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Stage One : Establishing Organisational
C
ommitment andS
upportIdentif y whose co-operation is needed, i.e.
management, worker s, clients, other stakeholder s.
µPr o ject Parameter s¶ : rationale of appr oach(es), time
needed, number s of people involved, admin. (&other) support needed.
Glaser & Taylor (1973)
± collaborative appr oach
± highly motivated, µteam-like¶ inter f ace
± ear ly and active contacts between parties
Goldstein (1993) advocates a µliaison team¶
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Stage Two : Organisational Analysis
of Training Needs
Central Issue = µhow well is the organisation doing?¶
N.B. Organisation does not have to be underper for ming
to need development Importance of the µtransfer¶ climate : system-wide
f actor s that may support/under mine training
Goldstein (1993) : 4 stages of OA
± Spe
cif y training g
oa
ls(3 typ
es)
± Deter mine training climate
± Identif y legal constraints (vertical and horizontal)
± Deter mine r esources available
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Stage Three : R equirement Analysis
Goldstein (1993) : 6 stages
deter mine target job to be assessed
identif y how needs assessment data best collected
± interviews, observations, surveys, tests, r ecor ds, SME¶s,
focus gr oups, work samples, etc.
deter mine who is going to pr ovide necessary info
ascertain key points of contact and their
r esponsibilities anticipate pr oblems and diff iculties
develop a TNA pr otocol
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Stage Four : Needs Assessment
Task Analysis
TA for TNA should pr ovide a job specif ication(KSA¶s/competencies r equir ed). Training spec.
derived f r om differ ence between employees¶ curr ent
and ideal levels
Reid & Barrington (1997) : 3 main TNA TA
appr oaches (task identif ication & task elementanalysis)
± Compr ehensive Appr oach
± Key Task Analysis
± Pr oblem-Centr ed Appr oach Task f idelity (physical and psychological)
± e.g. stages and µkey points analysis¶, manual skills analysis,
job learning analysis, f aults analysis, benchmarking, Critical
Incidents Technique.
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Stage Five : erson Analysis
Who in the organisation needs training
What kind of training is needed
KSA def icits - must have suitable per for mance
criteria ± per for mance appraisal ratings
± 360-feedback ratings
± KSA¶s of new r ecr uits
± Development Centr e ratings
± self -assessments
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S pecial Training Needs
Retraining
± learning how to learn
± the ageing workforce
Managing Diver sity ± cr oss-cultural training (incr easing globalisation, multi-cultural
societies)
± Equal Opportunities legislation
Training the Unemployed
± long-ter m unemployed (mor e than 27 weeks continuously)
± causes of long-ter m unemployment (physical, psychological
& envir onmental f actor s)