Did you know...
“Not more than % of expenditures in training actually result in transfer to the job.”
Broad and Newstrom
6-10
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.
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
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
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
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
PERFORMANCE PROBLEM
• WHAT SHOULD BE-WHAT IS
• SOLUTION IS POSSIBLE ONLY WHEN
PROBLEM IS IDENTIFIED AND ANALYSED
Desired Desired PerformancePerformance
Actual Actual PerformancePerformance
GapGap
Performance GapPerformance 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
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
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
No
Yes
No
Use performance checklist to identify cause
Yes
Yes
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?
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?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
PERFORMANCE PROBLEM
•A PERFORMANCE PROBLEM IS A GAP BETWEEN A PERFORMANCE PROBLEM IS A GAP BETWEEN
DESIRED PERFORMANCE AND ACTUAL DESIRED PERFORMANCE AND ACTUAL
PERFORMANCEPERFORMANCE
•A DIFFERENCE BETWEEN A DIFFERENCE BETWEEN “WHAT IS”“WHAT IS” AND AND
“WHAT SHOULD BE”“WHAT SHOULD BE”
•AN INDEX OF DISSATISFACTION WITH THE AN INDEX OF DISSATISFACTION WITH THE
WORK BEING DONE.WORK BEING DONE.
PERFORMANCE PROBLEM
•TRAINING IS A POSSIBLE SOLUTION, TRAINING IS A POSSIBLE SOLUTION,
FOR A PROBLEMFOR A PROBLEM
•TRAINING IS NOT ALWAYS THE IDEAL TRAINING IS NOT ALWAYS THE IDEAL
SOLUTION FOR EVERY PROBLEMSOLUTION FOR EVERY PROBLEM
PERFORMANCE PERFORMANCE PROBLEMPROBLEM
TRAININGTRAINING
SATISFACTORY SATISFACTORY PERFORMANCEPERFORMANCE
ROLE OF DESIGN TEAMSFC
•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 CONSULTANTFC
•COMMENTS FOR IMPROVEMENTCOMMENTS FOR IMPROVEMENT
•AVOID NEGATIVE STATEMENTSAVOID NEGATIVE STATEMENTS
•PROVIDE SUGGESTIONS.PROVIDE SUGGESTIONS.
•NO FAULT FINDINGNO FAULT FINDING
DESIGN DESIGN CONSTRAINTSCONSTRAINTS
• POLICY POLICY
• PRIORITYPRIORITY
• BUDGET BUDGET
• TRAINERS TRAINERS
• TRAINEESTRAINEES
• RESOURCESRESOURCES
• LOCATIONLOCATION
• TIMETIME
CONSTRAINTS EXERCISECONSTRAINTS EXERCISEFC
• IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN IDENTIFY CONSTRAINTS INFLUENCING YOUR DESIGN • COMPLETE DESIGN BRIEF COVERING FOLLOWING COMPLETE DESIGN BRIEF COVERING FOLLOWING POINTS: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 FEEDBACKCONSULTANTS TO REVIEW & GIVE FEEDBACK•DESIGN TEAM TO PRESENT DESIGN BRIEFDESIGN TEAM TO PRESENT DESIGN BRIEF
DESIGN BRIEFDESIGN BRIEF
• TITLE or TOPIC TITLE or TOPIC • CLIENT or ORGANISATIONCLIENT or ORGANISATION • PERFORMANCE PROBLEMPERFORMANCE PROBLEM• TRAINING NEEDTRAINING NEED• TARGET GROUPTARGET GROUP•CONSTRAINTSCONSTRAINTS•AIM OF TRAININGAIM OF TRAINING• BENEFITS BENEFITS
Learning Unit, Course & Training Learning Unit, Course & Training ProgrammeProgramme
Learning Unit
Dealing withlearning requiredfor a single task.
TrainingTrainingProgrammeProgramme
Dealing withlearning whole, or part of, a job or occupation
DESIGN PERSPECTIVESDESIGN PERSPECTIVES
Training Training ProgrammeProgramme
Training Training CourseCourse
Learning Learning UnitUnit
Time
TRAINING STRATEGYTRAINING STRATEGYP
erfo
rman
ce
Learning CurveLearning Curve
On Job Training
Course
Time
TRAINING STRATEGYTRAINING STRATEGYP
erfo
rman
ce
Learning CurveLearning Curve
2. Word Processing 2. Word Processing SkillsSkills
1. Keyboard skills
The Learning UnitThe Learning Unit
Objective
EntryBehaviour
PerformanceAssessment
Learning Event
FEEDBACK
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: OBJECTIVES: CONDITIONS AND CONDITIONS AND STANDARDSSTANDARDS
Time Vs ObjectivesTime Vs Objectives
Performance Performance ObjectiveObjective
Training Training ObjectiveObjective
Time
Per
form
ance
AIM
TRAININGTRAININGOBJECTIVEOBJECTIVE
TRAININGTRAININGOBJECTIVEOBJECTIVE
TRAININGOBJECTIVE
ENABLINGOBJECTIVE
ENABLINGOBJECTIVE
ENABLINGOBJECTIVE
ENABLINGOBJECTIVE
AIM & OBJECTIVESAIM & OBJECTIVES
Bloom’s Taxonomy
70
• Levels of Cognition– Knowledge (verbal recall)– Comprehension– Application– Analysis– Synthesis– Evaluation
KnowledgeKnowledge
EvaluationEvaluation
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 FACTORSDETERMINING 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
of trainingBenefits
of not trainingof not trainingST
AN
DA
RD
O
F
PE
RF
OR
MA
NC
ES
TA
ND
AR
D
OF
P
ER
FO
RM
AN
CETraining-Cost and BenefitTraining-Cost and Benefit
COSTCOST
DESIGN PRESENTATION PARAMETERSDESIGN PRESENTATION PARAMETERS
Title or TopicTitle or Topic
NeedNeed
Entry BehaviourEntry Behaviour
Key constraintsKey constraints
Aim of the trainingAim of the training
Training and enabling objectivesTraining and enabling objectives
Proposed training strategyProposed training strategy
Proposed validation measuresProposed validation measures
Outline timetableOutline timetable
BudgetBudget
Action plan to develop designAction plan to develop design
Top Related