The document outlines various considerations for conducting a needs assessment before designing and delivering training, including: understanding the overall goals and performance gaps; determining if training is the best solution; identifying available resources, support tools, and the organization's culture; assessing participants' demographics, attitudes, skill levels, and experience; exploring design options like delivery methods, materials, and technology capabilities; and identifying any additional special considerations.

1. © ATD Training Certificate Program
Sample Needs Assessment
Expected Results
Background
 What are the overall goals of the performance improvement effort?
 What performance gap needs to be addressed?
 Is training the best solution?
 How will training benefit the participants?
 Could there be disadvantages to the participants?
 What type of training is required?
 What other solutions have been considered?
 How can you meet their needs?
 How does the performance affect the organization?
 What changes do their supervisors expect as a result of the training?
 How supportive are the participants’ direct supervisors? Other management?
 What level of proficiency and performance is needed after the training?
 What resources are available for the training? Before the training? After the training?
 What support tools such as job aids will be available after the training?
 Will the organization’s culture encourage participants to use what they learn?
 Why were you asked to provide training?
 Have there been or will there be changes in the organization that could affect participants’
learning?
 Have they had other training on the same topic?
 What do they know (and need to know) about you?
 How many of the participants are personally acquainted with you?
 Are they aware of your level of expertise or experience?
 Who are the key players in their department and organization?

2. © ATD Training Certificate Program
Level of Expertise
Demographics
Attitudes
 How familiar is the targeted audience with the subject matter?
 Who needs this knowledge or these skills?
 What do they want to know?
 What do they need to know?
 What skills need to be addressed?
 What instruments, materials, and equipment are used by the employees?
 Are all individuals at the same skill and knowledge level about the topic(s)?
 What is the skill level for these individuals?
 Who are the experts in the group?
 What is their level of responsibility or authority?
 How does their level compare to yours?
 Does their level determine the subject level or delivery style?
 How many people will be involved? What jobs/titles are affected?
 What are the specific job requirements?
 Is their participation voluntary? Required? Requested? Invited?
 What’s the demographic makeup of those involved? Age? Gender? Others?
 What information sources do they depend on? Internet? Periodicals? TV? Books?
 What experience do they have with technology? Online learning (webinars, synchronous
training, etc.)? Social media applications (Twitter, LinkedIn, etc.)?
 Is the target audience interested in the subject? Should they be interested?
 What successes and issues have they encountered?
 How do these individuals (employees, participants) feel about their performance?
 What are their attitudes and beliefs toward the topic(s)?
 Do they know why there is an issue?
 Are their minds already be made up about the subject? About the potential for training?
 How do these individuals perceive an impending training? What value is it to them?
 What are their opinions about you?
 Will they be friendly? Argumentative?

3. © ATD Training Certificate Program
Design Considerations
 Will they ask many questions?
 Do you expect them to raise objections about the subject? About the training?
 Did the participants and their managers identify the objectives?
 What is special about these participants?
 What industry-specific considerations, such as regulatory issues, are necessary?
 Is there anything special about the location where you will be training?
 What options are available for delivery methods? Classroom? Online?
 If online learning is an option, what format (synchronous sessions, asynchronous content,
etc.) is available?
 What materials should be included in the training instruction?
 Is there anything unusual about the date or timing of your training, for example, vacation,
recent performance appraisals, or downsizing efforts?
Technology Considerations
 What deficiency or opportunity is the intended program expected to address?
 What are some of the attributes of the targeted deficiencies or opportunities?
 To what degree can technology respond to the identified deficiencies or opportunities?
 To what degree can it be used in lieu of existing methods of supporting organizational
performance improvement?
 Who is the target audience? Are they site-bound or mobile? If site-bound, are they at a
single location or campus, or are they dispersed across multiple locations?
 Every project has a budget. Is this one fixed or flexible? Increasing the project budget to
include interactive technology could ultimately save or make more money for the
organization. Could additional funds be made available to support the project?
 Is interactive technology currently available in this setting? How widespread is it?
 If interactive technology is available, what kinds of resources are currently available to
users? Which resources are planned?
 Are those resources developed by commercial vendors? A custom design firm? Internally?
To what kinds of standards or protocols do they adhere?
Additional Considerations
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