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Module 1 Part A - Conducting a Needs Assessment
- 1. SNOHOMISH COUNTY PUD Train the Trainer Module 1 Part A Conducting a Needs Assessment
- 2. SNOHOMISH COUNTY PUD Overview • What is a Needs Assessment? • Why is a Needs Assessment Important? • How Do You Conduct a Needs Assessment?
- 3. SNOHOMISH COUNTY PUD What Is a Needs Assessment? A Needs Assessment is the process to identify "gaps" between current performance and department/organizational objectives.
- 4. SNOHOMISH COUNTY PUD Why Is a Needs Assessment Important? • A Needs Assessment will determine if training is in fact the solution to the problem. • Sometimes after a Needs Assessment is completed, the root cause of the problem might be something that cannot be resolved through training such as: – Unclear performance expectations and poor feedback – Lack of tools, resources, or materials required – A poor match between skills and job requirements
- 5. SNOHOMISH COUNTY PUD Why Is a Needs Assessment Important Cont.? • The analysis that a Needs Assessment can provide will help to: – Ensure that training will be linked to organizational needs. – Provide baseline data. – Identify what to measure and how to measure it. – Provide content to turn some of the ‘war stories’ provided into possible role plays, mini case studies, and examples for use in training.
- 6. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment There are 5 common methods used to conduct a Needs Assessment and ideally more than 1 method should be used for each Needs Assessment: 1. Literature and Document Reviews 2. Observations 3. Interviews 4. Focus Groups 5. Surveys
- 7. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. Literature and Document Reviews • Review and analyze all existing materials related to the problem you are trying to solve. • This method works best when resources are extremely limited as generally it does not provide a huge amount of information.
- 8. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. Observations • Observe the actual work and/or tasks being performed. • Ideally you want a sampling of the best, worst, and average performers. • Then document the current and desired performance. • The main disadvantage of this method is that people typically perform better when they are being observed.
- 9. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. Interviews • Interviewing can be highly effective in gathering detailed information on ‘pressure points’ and can truly help clarify the problem, more so than reviewing documentation and observation can. • However, you must have a good sampling size for interviews to be reliable and they can be very labor intensive.
- 10. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. Focus Groups • This method is generally less labor intensive than interviews, but typically not as dependable. • The main disadvantage is that some people tend to dominate in group settings while others are more subdued, so you may not be getting everyone’s full input. • If doing a focus group, it should be limited to between 8-10 people to get good diversity, but not too much information to analyze.
- 11. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. Surveys • Surveys are by far the most commonly used method for conducting a Needs Assessment. • Surveys can collect both qualitative and quantitative information via multiple choice questions, open-ended questions, and Likert scales. • However, they must be constructed very carefully so as not to bias respondents by leading them in a certain direction, or cause confusion regarding what is being asked, since respondents generally can’t ask for clarification as they can in an interview or focus group.
- 12. SNOHOMISH COUNTY PUD How To Conduct a Needs Assessment Cont. • Once the data has been collected through at least 1 of the 5 methods, the data then needs to be analyzed in order to determine if training will in fact solve the problem. • A thorough analysis of the data collected through the methods outlined, along with an examination of any existing training documents and materials should allow for the identification of performance gaps as well as the strengths and weaknesses of current training resources (if applicable).
- 13. SNOHOMISH COUNTY PUD So What Does This Mean For Trainers? Generally at Snohomish County PUD, the SMEs or Trainers will not be conducting Needs Assessments. This will be handled by the Business Readiness and Training Department. However, it is important to know the process so that SMEs and Trainers understand how we determined that training will help the problem.
- 14. SNOHOMISH COUNTY PUD End of Module 1 Part A Slides
Editor's Notes
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!