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assessing training needs at texas instuments - the process followed

assessing training needs at texas instuments - the process followed


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Texas Instruments Texas Instruments Presentation Transcript

  • Ravishankar Duvvuri, MBA-HR, 2007-09
    • Founded in 1951
    • Renowned for developing & commercializing semiconductor and computer technology
    • About 50% of world’s cell phones use TI technology
    • More than 35000 TI patents issued worldwide
    • 30200 employees worldwide
  •  
  • Circa 1989
    • What we Preach –
      • Assessing training needs rather than assuming we know the needs
      • Serious needs assessment before quick fixes
    • Reality – In some cases time constraints demand quick fixes
    • Dilemma - How to assess the training needed to turn technical talent into instructional expertise & how to do it quickly?
  • Approaches
    • Internal – Training managers liked the idea of training engineering experts to become instructors for new engineers
      • Problem faced -Disparity in instructional expertise of engineers
    • HR Department – Impressively qualified ppl in 5 branches
      • Instructional technology
      • Engineering training
      • Computer Systems Training
      • Management Development
      • Support for site training & education administration
      • Problem faced -Time constraint & demanding assignments for HR
  • Solution- Three Tiered Approach
  • Objective Analysis of Internal Training Needs
    • External T&D specialists engaged
    • T&D specialists gather information
      • Mission of department
      • Perceived training needs
      • Current & previous steps in staff development
      • Roles, responsibilities & team arrangement of people in the branches
    • Top Management
      • Fund the effort
      • Support by encouraging people to participate in study
    • Data Analysis leads to Need Assessment Model
  • Need Assessment Model
  • Goals
    • Test popular assumptions
    • Avoid premature generalizations about what the staff needed
    • At the same time, management team wanted to be responsive to engineer-instructor concerns
  • Step 1: List Of Typical Tasks
    • Drawing on several sources
      • ASTD models for excellence study (1983)
      • Instructional Technology design guide
      • Various competency studies such as competency based teacher education
    • Mgmt. team reviewed, added & reworded initial tasks
  •  
    • Specialist Team revised & reorganized tasks into 5 major areas of responsibility
    • Members from each of branches
      • Reviewed the task list
      • Added items
    • Specialist Team & Members add more items during a 4-hour Round Table discussion
    • Intent : Provide opportunities to Professionals to define their jobs as they perceived them
    • Result : 117 item task list in 5 job function areas – basis for the assessment instrument
  • Step 2: Staff Survey
    • Assessment instrument administered to all members of department
    • Respondents asked to rate
      • Each task for its importance to their specific jobs
      • Their interest in more training related to their task
    • Computer Analysis of Data :
    Result of the Analysis: Resulting task list considered representative of the entire HRD department
  • Step 3: Classroom Observation
    • To make sample observations of experienced and new trainers
    • Focus of observation – Instructional Delivery
    • Methodology
      • Alleviating anxiety by meeting with each instructor before observation
      • Assurance of keeping the results confidential
    • Team of 2 observed each instructor for an hour
    • Met again with the instructor to provide feedback
  • Step 4: Structured Interviews
    • Conduct confidential staff interviews – To ensure consistency between observation and survey findings
    • Purpose : To provide in-depth discussion of strengths & areas that require more training
    • Result of the Staff interviews were consistent with the formal needs assessment
  • Step 5: Final Report
    • Results of needs assessment model judged for overall consistency at this stage
    • Executive summary outlined strengths & recommended areas for training in each of the 5 sections of the survey
  • Learning
    • Needs assessment model was comprehensive
    • Top management support and inputs from personnel of each of the functional branches
    • Clear cut identification of instructor tasks ensured greater instructor involvement
    • Meaningful Feedback provided to the training personnel
    • Training departments should avoid the temptation of conducting training before conducting a thorough analysis of their needs
    • Kirkpatrick model can be used to evaluate training after the need assessment
  • References
    • The Workplace Learner – William J. Rothwell
    • www.ti.com
    • Training & development journal, April 1989