The document discusses various methods for conducting a learning needs analysis (LNA) at the organizational, job, and individual level. It describes LNA as a systematic process of collecting and analyzing information to identify learning requirements and determine current competency levels. Common methods discussed include interviews, examining documentation like performance reviews, using analysis models like SWOT, and assessments, observations, testing, skills matrices, focus groups, and questionnaires/surveys. The goal of LNA is to identify performance gaps and determine if learning interventions can address the root causes.

1. HJ Development Solutions
Undertaking a Learning Needs
Analysis

2. Learning Outcome – 1
Be able to identify the learning and
development needs of individuals and groups
reflecting personal and organizational
objectives/goals

3. Learning

4. Development

5. ADDIE – Learning
analyze
Design
developImplementing
Evaluate

6. Human Performance Technology
Improving performance through:
• Analysis
- Cause for performance discrepancy
• Improving performance through
• Interventions

7. Analysis and Intervention
• Symptoms
An observable indicator of a performance problem
• Cause
• Why the symptoms exist or reasons for the indicators
of performance problem
Intervention
• What can you do to correct the causes identified
• Training solution
• Non training solution

8. Interventions
• Training
• Non training
• Value of the intervention

9. Non Learning Needs
mentoring Exposure
Tools and
equipment
Process and
procedure
Opportunity
and chance to
perform
Working
environment

10. What is LNA
• A systematic process of collecting and analyzing
information for individual and organizational
development
• The method of choices for determining who needs
what learning is usually called “learning needs
analysis”

11. What other’s say about LNA?
• A systematic study of a problem or innovation,
incorporating data and opinions from varied sources,
in order to make effective decisions or
recommendations about what should happen next.
(Rossett)
• A process for identifying and prioritizing gaps in
results based on the cost to meet the need versus
the cost to ignore the need
(Kaufman)

12. Learning and Needs Analysis
• A planned effort to enable employees’
• learning of job related competencies
• Needs Analysis
– Diagnosis - ascertain from symptoms
– Prognosis - forecast the course of action

13. Value Propositions of LNA
• Close the gaps in Knowledge, Skills and Attitudes for
results towards required performance
• Ensure Competency match
– Required Competency Level (RCL) versus Current
competency level (CCL)

14. The Purpose of LNA
Why
LNA?
To justify
Learning
is the
solution To identify
causes of
performance
discrepancie
s
To collect
information
used for
determining
learning
requirements
To
determine
and access
the current
level of
expertise
To identify
the subject
matter of
future
training
program
Who,
what,
where,
when,
how?

15. Why Needs Analysis in Learning
• To determine if learning is necessary

16. Changes That Lead To Needs
– People movement
– New management
– New process
– New technology

17. The Potential Benefits of LNA
• A well-trained and responsive workforce, who have
the knowledge, skills and confidence to carry out
their rules, even as those roles evolve and change
• Greater employee satisfaction with the organization
as they feel their development needs are being
addressed – a factor in higher employee retention
rates
• Greater customer and stakeholder satisfaction as
changing needs and expectation are anticipated and
catered for

18. The Potential Benefits of LNA
• Increased competitive advantage and a reputation
for being “ahead of the game”, through anticipating
and preparing for change
• Better targeting of the L&D budget on learning
activities that are most relevant and likely to have
the greatest impact

19. Understanding Learning Needs
Knowledge What someone needs to know, e.g. facts,
processes, causes and effects, technical
knowledge
Skills What someone needs to be able to do,
e.g. operate specific equipment, apply a
first-aid dressing or listen actively
Behaviors How someone needs to do things,
personal and interpersonal approaches
taken, e.g. being pro-active or being
considerate of other feelings

20. Maintenance Needs or Future Learning Needs?
• Learning needs can be about maintaining current
capability or about looking ahead at the learning
needed to meet future changes and developments
• Learning needs which focus on current capabilities
are often referred to as “maintenance learning
needs”

21. Competency Based LNA
• Is any knowledge, skills, attitudes, motive or value or
any other personal characteristic that is essential to
perform the job?
• The capability to perform at the job level to the
required competency standard

22. Closing Gaps
• Close the gaps in Knowledge, Skills and attitudes to
result in the require performance.
• Ensure Competency - Required vs Current

23. Closing Gaps

24. Levels of Analysis
• Organizational
• Job
• Individual

25. Three Levels of Needs Analysis
1. Organizational
• what is not happening
• what should happen
2. job
• what performance should occur
3. Individual
• who needs what training

26. Is Learning the Solution for the
Performance Discrepancies?
• Robert F. Mager argues: it is only a solution
when a performance gap is due to a ASK gap

27. Four Conditions for Job Performance

28. Types of Needs

29. Different Levels of Learning Need and How
They Arise
Learning needs can exist at any of these levels. For
example, learning needs at an organizational level
may exist as a result of:
• The need to maintain a sufficiently skilled workforce
to achieve organizational purpose
• Succession planning
• Regulation and compliance requirements
• Changes in organizational strategy
• Development of new products and services

30. Different Levels of Learning Need and How
They Arise
• Mergers and acquisitions
• Downsizing the rightsizing of the business operations
• Changes in the workforce demographics or working
patterns
• Changing trends in customer needs
• Availability of technology and technological
developments
• Changes in the organization’s operating environment
• Changes in legislation and government policy

31. Different Levels of Learning Need and How
They Arise
Team (department Function) learning needs may exist
as a result of:
• The need to develop and maintain the skills and
knowledge required to fulfill team objectives
• A need to improve team effectiveness or work results
• Team re-organization or changes to team make-up
• New products or services affecting the team
• New technology or changes to specific team work
practices
• Factors external to the organization which affect one
area of the business more than others

32. Different Levels of Learning Need and How
They Arise
• And at an (individual level), individual learning needs
may exist as a result of:
• Induction for new starters
• The need to develop and maintain he skills require to
fulfill job requirements
• Individual compliance requirements, such as licences
or certificates
• Individual performance issues and challenges
• Promotion or temporary additional responsibilities

33. Different Levels of Learning Need and How
They Arise
• Changes or potential changes to job role
• Continuous professional development
• Qualification requirements
• Aspirations and career planning

34. Different Levels of Learning Need and How
They Arise
Group learning needs are likely to exist for many of the
same reasons as individuals learning needs,
particularly:
• Induction
• The development of basic skills and knowledge to
fulfill role requirements
• Refresher or update training

35. Different Levels of Learning Need and How
They Arise
• Changes or additions to job role
• Internal changes affecting the identified group, such
as new IT systems, new products or services
• External changes affecting the group, such as new
legislation
As you can see lists above, learning needs may arise as
a result of internal factors such as the development
of a new product, or external factors such as changes
legislation

36. Learning Needs Analysis in Practice
• Learning Needs analysis is a means of monitoring an
organization’s capability, in terms of having required
skills, knowledge and behaviors, to fulfill its
objectives
• The main objectives of learning needs analysis are
therefore to:
• Determine current capability
• Determine desired or required capability
• Identify any gaps between the two
• Identify how these gaps might best be filled

37. Role of the Learning Needs Analysis - GCCUSA
• Get buy in
• Clarify project scope
• Collection data
• Use needs analysis techniques
• Study & Report
• Act/Implement

38. Example of Analyst Competency
Requirements
• Communication
• Innovation
• Creativity
• Self management
• Adaptability
• Facilitation skills
• Quality management

39. Methods for Identifying And Analyzing Learning
Needs
• Method 1: Interviews and Discussions:
• The most important factor in identifying learning
needs is to communicate with the people or
individual involved.
• Discussion relating to team or business area learning
needs are likely to be held between a manager or
representative from the area and an L&D
professional and will focus on:

40. Methods for Identifying And Analyzing Learning
Needs
• Reasons for learning needs
• Required capabilities
• Current capabilities
• Perceived gaps
• Preferences on how gaps are filled
• Logistics and constraints such as timing or resource
issue

41. Methods for Identifying And Analyzing Learning
Needs
Useful stages in a learning needs interview:
• Put the job-holder at ease
• Explain the purpose of the meeting
• Ask the job holder about their current role (or
aspirations). What is important about the role?
• Ask what knowledge, skills and behaviors are needed
in order for the job to be carried out well. At this
stage, the job holder is not assessing their own skills,
but describing the skills of people who do the job
well. A good question here is “if I wanted to be good
at your job, what would I need to know or to do?”

42. Methods for Identifying And Analyzing Learning
Needs
• Ask about the knowledge, skills and behaviors the
job holder actually has, possibly reviewing any
evidence of this with them (appraisal, pm report,
assessment report,KPI)
• Discuss and identify where there are gaps and check
with the job holder how filling that gap would
improve their performance
• Discuss possible ways in which the performance gaps
could be overcome
• Agree and record

43. Methods for Identifying And Analyzing Learning
Needs
Method 2: Examining Documentation:
• There is likely to be range of information already in
organizations to inform learning needs analysis. For
example:
• Key Performance Indicator: Many organization plan
and measure their achievement in important areas
through key performance indicator (KPIs).
• KPIs will tell an organization how he is doing in the
areas it consider most vital to success, e.g. sales,
costs, production times, customer feedback, etc.

44. • Looking at actual performance against targets can
give an indication of a learning needs, specially
where there has been an under-performance-
although there many, of course, be other factors to
blame for this.
Methods for Identifying And Analyzing Learning
Needs

45. Methods for Identifying And Analyzing Learning
Needs
• Performance Management Record: most
organizations have some system of tracking
individual performance, such as appraisal or staff
development records. Reviewing this
documentation, or summaries of it, can highlight:
• Specific individual or team learning needs
• General training needs which seem to apply across
the organization or across a particular role or group

46. Challenges Leading to Learning
• Systems or procedures that may be causing problems
• Management behaviors or approaches which could
be improved
• Emerging trends and work development which
indicate future learning needs

47. Methods for Identifying And Analyzing Learning
Needs
Customer Feedback:
• Information from customer and service users can be
an excellent source of information about possible
learning needs
• Comments, complaints and even compliments can all
give indicator of specific areas where there may be a
gap in some aspect of capability

48. Methods for Identifying And Analyzing Learning
Needs
Method 3: Using an analysis model: SWOT
• SWOT analysis is useful way of staring a learning
needs analysis and of engaging people in the process
• It can be used in relation to a whole organization, a
work team, project team, group or individual.

49. Methods for Identifying And Analyzing Learning
Needs
Strengths
• Team get on well
• All qualified in technical aspects of role
• High technical expertise
• Lots of contacts in the organization
• Good at building relationships across the
organization
• Established procedures, based on good customer
service practice

50. Methods for Identifying And Analyzing Learning
Needs
Weaknesses
• Team admin resource not yet recruited will be
external recruit
• Team newly formed – still some uncertainty
around specific roles
• Not much experience in dealing with difficult
or complex customer issues

51. Methods for Identifying And Analyzing Learning
Needs
Opportunities
• New team, new start
• New IT system could lead to new and better
ways of communicating across team
• Chance to develop new skills in customer
relations
• Team and individual roles could expand and
develop if successful

52. Methods for Identifying And Analyzing Learning
Needs
• OPPURTUNITIES
• Good customer records available for follow-up
contact
• Chance to contribute in a very obvious way to the
organization

53. Methods for Identifying And Analyzing Learning
Needs
Threats:
• High performance targets to be met
• New system could prove difficult to operate
• Lack of customer relations skills could lead to wrong
decisions or wrong advice (could be legal issues to tackle)
• Lack of communication could mean essential details are
not passed on
• Customers might feel hassled
• Technical skills could become outdated
• Risk of team not being successful and being discontinued

54. Methods for Identifying And Analyzing Learning
Needs
Method 4: Individual assessment, observation and testing
• A more precise way of identifying learning needs is to
undertake direct assessment activities – such as
observation or testing
• Observation is particularly useful for practical skills such
as interviewing a client or repairing a heating system
• Typically an observation would be done against specific
standards or requirements, such as internal or external
performance standards

55. Methods for Identifying And Analyzing Learning
Needs
• Tests can take various forms from simple knowledge
tests, through to formal, in-depth occupational tests.
• They may focus on technical knowledge, basic skills
literacy, language and numeracy or practical work
skills
• There are also a wide range of psychometric tests
available which test behaviors and personality styles.

56. Methods for Identifying And Analyzing Learning
Needs
• It is crucial that tests and assessments are operated
within clear and fair guidelines and that methods
used are valid for the type of assessment being
undertaken.
• Some formal tests and assessments require that the
people operating them are trained or licensed as
assessors
• Assessors should be competent in what they are
assessing and have a good understanding of the
criteria they are assessing against.

57. Methods for Identifying And Analyzing Learning
Needs
Method 5: Developing a skills matrix
• Developing a skills matrix can be really useful way of
exploring learning needs within a team
• With this technique, you identify by finding out
through them all of the separate skill areas or
activities involved in the team’s work.
• Each teams member’s abilities, based on direct
assessment, qualifications or self-rating, are then
marked against each of the activities on the matrix

58. Methods for Identifying And Analyzing Learning
Needs
Method 6: Focus Group:
• Focus group are useful to identify the learning needs
of a particular work role or of groups within the
organization.
• In this context a focus group would bring together
representatives of the role or groups being analyzed
to explore their potential learning needs

59. Methods for Identifying And Analyzing Learning
Needs
Method 7: Questionnaires and surveys
• Questionnaires can be used to help individuals
prepare for a learning needs discussion or as the
basis of large-scale learning needs surveys
• Questionnaires can be designed to capture whatever
type of information is required, including
quantitative data or qualitative information such as
general opinion and personal comments

60. Methods for Identifying And Analyzing Learning
Needs
• In a learning needs scenario, questionnaires will
focus on performance requirements, performance
issues, self-assessment of capabilities, views on
potential improvements and personal aspirations
• The same questions could be covered in interviews
or focus groups, but questionnaires allow
respondents more time to reflect on the
questionnaire as well as providing a written record of
their responses

61. Methods for Identifying And Analyzing Learning
Needs
Method 8: Performance review and 360 feedback
• Performance review or appraisal is one of the most
commonly used methods of assessing learning and
development needs.
• As appraisal is generally about reviewing current
performance and agreeing objectives for future
performance, it is often a timely occasion to also
discuss learning needs

62. Methods for Identifying And Analyzing Learning
Needs
• Performance review is often a culmination of a
number of assessment activities, including self-
reflection, manager observation, feedback from
colleagues and customers, and examination of work
results
• Some organizations separate performance review
from development review so that development can
be explored “holistically”, rather than just being seen
as a response to the performance issue

63. Methods for Identifying And Analyzing Learning
Needs
• Most appraisal/performance reviews and
development reviews are carried out by line
managers, supported by the L&D functions
• 360 feedback in this context refers to an activity
where feedback is collected from people positioned
all around the subject – e.g. the subject’s manager,
the subject’s colleagues and people managed by the
subject

64. Methods for Identifying And Analyzing Learning
Needs
• This method of “assessing” performance through the
gathering and analysis of others’ opinion has grown
in popularity over the last few years, to a point
where a number of organizations now specialize in
just providing this service.
• However, the process can be managed internally,
with L&D taking a coordinating role.

65. Methods for Identifying And Analyzing Learning
Needs
• Whether outsourced or done internally the process
involves the collection, analysis and summarizing of
comments and presenting back, in a balanced
manner, to the individual involved and the manager
• Findings from 360 feedback can provide useful
information to inform a further discussion about
learning needs

66. The Link Between Business Needs and Learning
Needs
Business Needs
•Downtime must be
reduced. Project
construction
uptime shall be
maintained as high
as possible
Performance
Needs
•Machine operates
must carry out basic
maintenance work
to reduce frequent
breakdown
/downtime
Learning Needs
•Machine operates
need to be trained
on preventive
maintenance

67. Data Collection Tools
• Stage Three (1) – Data Collection Tools
•Focus Group
•Interview
•Survey
•Observation

68. Focus of Needs Analysis: Data Collection
Deficiencies present situation based
on historical data
e.g. complaints/
accidents/absenteeism
Opportunities
(development)
likely situation based
(development) on future data business
e.g. future business plan
technology change
organizational change

69. Data Collection Tools
• Stage Three (2) – Data Collection Tools
• Needs Analysis Techniques

70. SWOT Analysis
• SWOT acronym for strengths, weaknesses,
opportunities and threats
• Environmental analysis - helps to determine the
priorities based on SWOT

71. SWOT Analysis Template

72. Learning Outcome – 2
Be able to recommend appropriate learning and
development solutions to meet the identified
needs of individuals and groups.

73. Competency Analysis
• Is any knowledge, skills, attitudes, motive or value or
any other personal characteristic that is essential to
perform the job?
• The ability to perform at the job level to the required
standard

74. What is a competency assessment?
• Is a process of collecting evidence and determining
the person’s Current Competency Level (CCL) to
perform a particular job according to the established
Required Competency Level (RCL)

75. Competency Analysis Steps
• Step 1: Identify position
• Step 2: Review job description
• Step 3: Identify competencies
• Step 4: Determine performance criteria required
• Step 5: Confirm and finalize

76. Competency Analysis Steps
• Step 6: Assign competency to position
• Step 7: Perform competency validation
• Step 8: Establish employee competency profile
• Step 9: Identify competency gap
• Step 10: Identify training programme

77. How is the Competency framework developed?

78. Leadership Competency Profiling

79. Competency Matrix and RCL
• Based from
– Hierarchy – Organization structure
– Job Description – Business Needs
– Industry standard – Benchmark
– RCL = Required Competency Level
– CCL = Current Competency Level

80. Indicators Description
Level 1 – Awareness :
• Able to do or demonstrate basic knowledge, skills
and behaviors in key actions to meet required
standards. Needs total supervision and guidance.
Level 2 – Knowledge :
• Able to do or demonstrates sufficient knowledge,
skills and behaviors in key actions consistently to
meet required standards. Needs occasional
supervision and guidance.

81. Indicators Description
Level 3 – Skill :
• Able to do or demonstrates advanced knowledge,
skills and behaviors in key actions consistently to
meet required standards and makes continuous
improvements. Capable of doing the job
independently and can lend support to others.

82. Indicators Description
Level 4 – Master :
• Able to do or demonstrates advance knowledge,
skills and behaviors in key actions consistently to
meet required standards. Is considered an authority
in the field and train/coach others

83. Review and Interview- Evidence
• Process evidence – how task has been performed
• Product evidence – result of work accomplished
• Portfolio of evidence – compilation of evidence

84. Structure of competency dictionary
• Competency Type
• Competency Group
• Competency Title
• Competency Description
• Competency Indicators

85. Competency Dictionary
• COMPETENCY TITLE : CUSTOMER ORIENTATION
• COMPETENCY DESCRIPTION
• This competency refers to the willingness and ability
to give priority to customers, delivering high quality
services which meet their needs. Ability to help and
serve customers (internal and external) to meet their
needs. It focuses one’s effort on discovering and
meeting the customer or client’s needs. Develops
relationships to sustain current customers and
enhances the customer base to support and grow
the business.

86. Competency Dictionary
• COMPETENCY INDICATORS
• Awareness (Level 1): Delivers a service
• Actively seeks information to understand customers’
circumstances, problems, expectations, and needs.
• Keep customers up to date and informed. Acts
promptly to ensure customer problems are resolved.
Interacts well with all customers.
• Understands that each customers are different
• Delivers what is expected, not what they think the
customer wants or needs

87. Competency Dictionary
• Knowledge (Level 2): Adds Value
• Shares information with customers to build their
understanding of issues and capabilities
• Thinks about customer when understanding day to day
work. Questions ‘how is this add value to the customer?’
Makes decisions with the customer in mind.
• Takes pride in delivering a high quality product or service.
• Investigates service delivery and provides solutions to
problems
• Builds rapport and cooperative relationships with
customers.

88. Competency Dictionary
• COMPETENCY INDICATORS
• Skill (Level 3): Addresses Underlying needs and Serves
long term needs
• Takes time to question and understand the real,
underlying needs of customers, beyond those initially
expressed. Establishes systems to collect customer
feedback.
• Establishes systems to collect feedback from customers
• Focuses resources without bias on priority areas and/or
key customer groups

89. Competency Dictionary
• Mastery (Level 4): Develops partnerships
• Develops and maintain strategic relationship based on in
depth knowledge and understanding of the client or
stakeholder’s business/needs.
• Works closely with customers, developing an independent
view of their needs and acting in their long term interest.
Moves customer thinking forward, helping them
understand issues beyond their day to day work
• Becomes and integral contributor to the client or
stakeholder’s strategy. Anticipates
• future needs and plans and acts as appropriately.

90. Reporting
• Who should know
• Why the report is being prepared
• How to report findings
• Report results of the findings
• Communicate effectively

91. Reporting: Format
• Executive Summary
• Terms of reference
• Methods
• Results/findings
• Conclusions
• Recommendations
• References

92. Tips
• Ensure broad-based Stakeholder participation
• Choose appropriate means of data gathering
• Recognize core values in the group
• Make Needs Analysis a participatory process

93. Reporting: Common Mistakes
• Not documenting findings
• Not providing findings in useful formats
• Not disseminating findings