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Needs Analysis Process (Chapter 3 slides).pptx
- 1. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Chapter 3 THE NEEDS ANALYSIS PROCESS 4-1
- 2. Introduction See Chart onPage 83 Needs analysis is the first critical step of the ISD process Determines the nature of the problem and whether training is the best solution COPYRIGHT © 2016 BY NELSON EDUCATION LTD. 4-2
- 3. Training Design andDelivery Instructional System Design Model COPYRIGHT © 2019 BY NELSON EDUCATION LTD. 1-3
- 4. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Needs Analysis A process to identify gaps or deficiencies in employee and organizational performance A need is a gap between current and desired results 4-4 CURRENT STATE IN THE ORGANIZATION DESIRED STATE NEEDS ANALYSIS IDENTIFY THE PROBLEM MAKE RECOMMENDATIONS TO GET TO THE DESIRED
- 5. The Needs Analysis Process COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-5
- 6. Steps in the Needs Analysis Process COPYRIGHT© 2016 BY NELSON EDUCATION LTD. 4-6 Step 7 Step 6 Conclusions Step 5 Data Analysis Step 4 Data collection Step 3 Consult stakeholders Step 2 Importance Step 1 A Concern/Issues/Problems
- 7. Needs Analysis Outcomes COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-7 Needs analysis determines: If T&D is a good solution Where training is needed in the organization What type of training is required Who should receive training Helps to write training objectives/ outcomes Assists in designing training programs
- 8. Needs Analysis: Levels COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-8 Organizational Level Task Level Cognitive task analysis Team task analysis Person Level
- 9. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Organizational Level Analysis: Components 1. Strategic alignment 2. Environment 3. Resource analysis 4. Organizational context ◦ Training transfer climate ◦ Continuous learning culture 4-9
- 10. Task Level Analysis COPYRIGHT© 2016 BY NELSON EDUCATION LTD. 4-10 • Reveals the tasks required for the person to perform a job and the knowledge, skills, and abilities required to perform the tasks successfully The process of obtaining information about a job by determining the tasks and activities involved and the Knowledge, Skills and Attributes required to perform the task. This Photo by Unknown Author is licensed under CC BY
- 11. Task Analysis: Cognitive Task Analysis A setof procedures that focuses on understanding the mental and cognitive processes and skills required for performing a job Some of these mental skills are not observable Therefore, you need to conduct surveys, maybe followed by interviews Its all about performing the details of the tasks, decision making, using judgement etc. COPYRIGHT © 2016 BY NELSON EDUCATION LTD. 4-11
- 12. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Task Analysis: Team Task Analysis An analysis of tasks as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks. Team based analysis focus on communication, co- ordination, and interaction with team members. 4-12
- 13. Task Analysis COPYRIGHT ©2016 BY NELSON EDUCATION LTD. 4-13 There are 6 steps in a task analysis: 1. Identify target jobs 2. Obtain a job description 3. Develop rating scales (importance, difficulty, frequency) 4. Survey a sample of incumbents 5. Analyze and interpret information 6. Provide feedback on the results
- 14. COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-14
- 15. Person Level Analysis The processof studying employee behaviour and performance to determine whether performance meets standards: 1. Define the desired performance 2. Determine the gap between desired and actual performance 3. Identify the obstacles to effective performance COPYRIGHT © 2016 BY NELSON EDUCATION LTD. 4-15
- 16. Barriers to Effective Performance COPYRIGHT ©2016 BY NELSON EDUCATION LTD. 4-16
- 17. COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-17
- 18. Mager and Pipe's Flow Model COPYRIGHT © 2016BY NELSON EDUCATION LTD. 4-18
- 19. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Performance Problems and Training 4-19
- 20.
- 21. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Needs Analysis Methods 1. Observation 2. Questionnaires 3. Key consultation 4. Print media 5. Interviews 6. Group discussion 7. Tests 8. Records, reports 9. Work samples 10. Focus Groups 4-21 See pages 100-102 about advantages and disadvantages of selecting needs analysis methods
- 22. Obstacles to Needs Analysis Trainersare not rewarded Managers prefer action over analysis Managers believe they can identify training needs (analysis wastes time) Managers may have their own agenda Time can be a constraint COPYRIGHT © 2016 BY NELSON EDUCATION LTD. 4-22
- 23. COPYRIGHT © 2016BY NELSON EDUCATION LTD. Key Terms Cognitive task analysis Competency Contingency management Continuous learning culture Job description Need Needs analysis Organizational analysis Organizational climate Person analysis Rapid needs analysis Resource analysis Task analysis Team task analysis Training transfer climate 4-23
Editor's Notes
- #2 A needs analysis is performed to determine the difference or gap between the way things are and the way things should be instructional system design 教学体系设计
- #3 Begins with a performance gap (for example, customer complaints) or problem Needs assessment through organizational analysis, task analysis, and person analysis helps to determine information about the problem with strategies identified for closing the gap If training is the solution, a number of factors need to be considered in terms of the design and delivery of the training program, including writing objectives and determining the content of the training program After delivery, training evaluation looks at determining whether the program is effective and what aspects of the program should be retained, modified, or discarded The ISD model guides strategic T&D process (and the rest of this course)
- #4 Needs analysis, also known as needs assessment, is the cornerstone and foundation of T&D Needs analysis is the process to identify gaps or deficiencies in individual, group, or organizational performance Needs = required results – current results
- #5 The process starts with an “itch” or problem If the performance problem is important, stakeholders are consulted and a needs analysis is conducted Three levels of needs analysis: organizational, task analysis, and person analysis The process concludes with important outcomes
- #6 Step 1: A Concern – referred to as an itch or pressure point, something that causes managers to notice it; for example, noticing that customers are being treated rudely or recognizing a change in the external environment, such as new legislation Step 2: Importance – how central is the concern to the effectiveness of the organization and what are the cost implications of the problem Step 3: Consult Stakeholders – these are the key players in the organization who have a vested interest in the process and outcomes Step 4: Data Collection – documentation of the concern from three levels of analysis (organization, task, and person/employee)
- #7 Needs analysis becomes the cornerstone of the T&D process due to the many outcomes described here Needs analysis helps to determine the best solution to performance problems and how to proceed if training is a part of the solution
- #8 Each level of needs analysis will be described, including how to conduct an organizational, task, and person needs analysis
- #9 Strategic Alignment – the alignment of an organization’s training needs and programs with an organization’s strategy and objectives Environment – environment is dynamic and uncertain and can include new government regulations, competitive and social concerns, new technologies, recessions, trade agreements, and many more Resource Analysis – determining the resources available in the organization that might be required to design and implement T&D programs Organizational Context – includes organization’s climate or attitudes of employees toward work, supervision, and company goals, policies, and procedures - Training transfer climate – characteristics in the work environment that can either facilitate or inhibit the application of training on the job - Continuous learning culture – the extent to which members of an organization believe that the knowledge and skill acquisition are a part of their job responsibilities and that learning is an important part of work life in the organization
- #10 Consists of a description of the activities or work operations performed on a job and the conditions under which these activities are performed
- #11 The focus is on the mental and cognitive aspects of a job vs. observable behaviours, such as typing or driving Describes mental and cognitive activities that are not directly observable such as decision making or problem solving Very useful in jobs requiring an extensive knowledge base, involve complex judgments in dynamic and uncertain environment, and have high-stakes outcomes
- #12 An assessment of team-based competencies include things such as how to communicate, interact, and coordinate tasks effectively with team members The main objective is to identify the key team competencies required for the tasks of the job, which will be used to write training objectives and to design a training program
- #13 Identify target jobs – which jobs are contributing to the performance gap or have a performance gap Obtain a job description –the statement of tasks, duties, and responsibilities of a job (if not updated within the last year, consult with the manager and employees in the position to obtain a current listing of tasks and qualifications) Develop rating scales (importance, difficult, frequency) – it is important to rate the importance of each task, its difficulty, and how often it is performed Survey a sample of incumbents – job incumbents, supervisors, and subject-matter experts must provide ratings of task importance, difficulty, and frequency Analyze and interpret information –comparisons between groups may reveal important information such as differences between senior employees and newer employees Provide feedback on the results –provides employees an opportunity to discuss strengths and weaknesses and propose solutions to problems
- #14 Sample task analysis survey
- #15 Focuses on the person performing a job and helps to determine who needs training and whether they are ready for training Define the desired performance – establish performance standards Determine the gap between desired and actual performance – compare the standard level of performance and each employee’s performance (performance appraisals, work samples, observations, self-assessments of competencies, and formal tests) Identify the obstacles to effective performance – if there is a gap between standards and performance, it is necessary to determine the reason for the gap (deficiencies in execution, KSAs, workers may not know the standard, not receive adequate feedback, or may not be rewarded for meeting standards)
- #17 Important to recognize that not all barriers to performance suggest a training solution (some are related to motivation and work environment) The solution to performance problems is not always going to be training
- #18 Mager and Pipe's Flow Model: A framework for systematic problem solving which minimizes costly misjudgments and serves to guide both manager and employee toward successful resolution of performance problems.” ( Allan, Reynolds, p. 88, 1983).
- #19 Training is the best solution to performance problems when the conditions described in Table 4.3 exist Review The Trainer’s Notebook 4.2 on page 125 Outdate info: coaching has come along way since 2016. It is a targeted approach to address “future” state of performance and how we can get there. It is ineffective if performance problems exist and root issues are note addressed.
- #20 Employees, managers, HR staff, subject-matter experts Some retail outlets assess performance through the use of professional shoppers Some employees rate their own performance and indicate their training needs through self-assessment The best approach to needs analysis is to use multiple approaches and different sources
- #21 This list provides a good overview of the types of needs analysis methods commonly used in T&D Review each needs analysis method, including each method’s advantages and disadvantages shown in Table 3.4 (pages 100-103)
- #22 Many organizations do not conduct a thorough or complete needs analysis as there are several obstacles that may get in the way