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

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?

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

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

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

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

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

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

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

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

Computer Analysis of Data :

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

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

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

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

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

The Workplace Learner – William J. Rothwell

www.ti.com

Training & development journal, April 1989