CLIPS Word Template - lrrpublic.cli.det.nsw.edu.aulrrpublic.cli.det.nsw.edu.au/.../documents/lg_needs2.doc · Web viewBelow is a sample process for undertaking a TNA when the problem
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(methodology), eg leave printed questionnaires with your subjects, ask questions face-to-face or via telephone, online surveys, etc.
4 Decide on what you will ask.
5 Decide on how you will ask, eg open or closed questions, rating and agreement scales etc.
6 Pre-test the questionnaire with a small group to make sure questions are easily understood.
7 Conduct interviews.
8 Analyse data and produce report.
observation Before commencing observation, ascertain:
what you are going to observe and why
whether observation is going to be overt or covert
when the observation will take place and for how long.
DACUM analysis (designing or developing a curriculum)
A DACUM facilitator helps workers analyse their occupations. Information on critical and frequently performed tasks is collected and the training needs of workers are determined.
Delphi analysis Questionnaires, designed to elicit and develop individual responses to the problems posed, are sent to experts who return their comments and forecasts anonymously—so there is no face-to-face meeting.
employee appraisal
An employee performance evaluation is conducted in a meeting (usually formal) with the employee.
work samples Work samples provide evidence of work completed, or desired work outputs, and shows quality as well as the worker’s skills and abilities needed.
quality circle A group of employees who meet to discuss workplace improvement and make recommendations to management with their ideas. The group is made up of volunteers. A more structured group technique is the nominal group technique (below).
nominal group technique
With this technique, the group meets and talks about issues before they individually nominate what their priority issues are and ranks them. The rankings are collected and the cumulative rating for each is calculated. This becomes the group’s consensus on the ranking of important issues.
job specification/s
This may also include an analysis of the competences relevant to a particular position.
Consult with employees through a range of mechanisms such as employees’
meetings, by completing an OHS hazard report form, or organisational TNA
questionnaire, through employees representatives such an OHS committee
members or OHS representative and union delegates. Undertaking
interviews or focus groups on OHS issues is another mechanism for
employee/employer consultation.
Prepare for the arrival of new plant or equipment by consulting with
employees on any potential risks associated with it. Additional training may
be required to ensure compliance to new procedures.
Workplace learning
Investigate workplace research projects including any TNA currently underway within your organisation. Ask if you may be able to assist in some form or if you can have a discussion about the process undertaken.
Talk to people in your organisation who have collected data for research to find out the type of tools and methods they used for their TNA. Did they use a variety? Why? What sort of information/data was each method used to analyse or gather?
Can you identify the different methods that may be useful in different industries? Ask what the reasoning is for this, ie why use particular TNA methods for different scenarios?
Learning portfolio
List all useful methods for collecting information/data, or analysing work, which you have researched. Summarise the ‘pros’ and ‘cons’ and suitability of each, in terms of the different information sources and types if information/data you would investigate for a needs analysis.
Gather sample tools/templates used to collect information/data such as surveys, forms and interview questions.
Journal notes: What are the legal and ethical considerations for accessing workplace and employee information and using the data gathering methods you have researched?
Readings This resource deals with qualitative research techniques: focus groups, in-
depth interviews and the use of projective techniques. Although it is set in the context of marketing research, it is applicable to other areas of research:Use qualitative techniques in market research (.doc 349kB)
Quantitative research refers to research techniques that use large enough samples in data collection to allow for statistical analysis. This resource introduces quantitative research and outlines the different techniques used.Use quantitative techniques in market research (.doc 353kB)
This resource introduces the different types of information, including primary, secondary information as well as quantitative and qualitative, and compares various data-gathering techniques:Compare different data gathering techniques (.doc 600kB)
Websites
Observational field research (Cornell University)—An introduction to the basic issues and design options in observational research:http://www.socialresearchmethods.net/tutorial/Brown/lauratp.htm
DACUM Archive and Resource website—Includes an introduction to DACUM as well as links to storyboarding and DACUM facilitation resources:http://www.dacum.org/
What is the DACUM method? (International Labour Organisation): http://www.cinterfor.org.uy/public/english/region/ampro/cinterfor/temas/complab/xxxx/17.htm
The Delphi method (Illinois Institute of Technology)—provides an overview of the Delphi method:http://www.iit.edu/~it/delphi.html
‘Group techniques for problem identification and research project development’ (University of Minnesota)—describes how to conduct research using the nominal group technique:http://webpages.csom.umn.edu/smo/avandeven/mgt8101/NOM.pdf
‘Gaining consensus among stakeholders through the nominal group technique’ (Centers for Disease Control and Prevention, USA): http://www.cdc.gov/HealthyYouth/evaluation/pdf/brief7.pdf
‘Training needs assessment (and application) in an accounting firm’ Australian Journal of Educational Technology, 6(2)—Discusses the methodology selection, data collection, data analysis, reporting of results for a needs assessment:http://www.ascilite.org.au/ajet/ajet6/pirera.html
Using sample TNA projects you have identified within your organisation, discuss with your mentor or a TNA project participant: What systematic process was used to examine the key work areas and determine the competencies required for the work area?
Identify a work area you are familiar with in your unit or organisation, and practice an analysis of a job role and mapping of the required competencies to a national Training Package/s. Factor in the legal and industry regulations or codes which apply.
Learning portfolio
Write up a brief case study of a TNA project describing the process used to determine required competencies of work area/s.
Document your own process and findings of a work analysis you have undertaken.
Resources
National Training Information Service: http://www.ntis.gov.au/
Templates for assessing training needs (MERLOT):http://www.merlot.org/merlot/viewMaterial.htm?id=89342
Sample template: ‘Competence based TNA analysis’ (UK Workforce Hub). Scroll down to ‘Appendices’:http://www.ukworkforcehub.org.uk/DisplayPage.asp?pageid=11248
Experience Pays: Sample Training Needs Analysis (Queensland Government)—information gathering template:http://www.deir.qld.gov.au/pdf/eii/epas/retrain/training-needs-analysis.pdf
‘Selection System Design and Validation’ (Liam Healy & Associates)—despite the title of this article, this is an informative read about useful techniques to develop competency models:http://www.psychometrics.co.uk/selection.htm
How would you go about determining the current capability of a work area in your organisation? Discuss ideas with your mentor or other person experienced in the TNA process.
Learning portfolio
Document a suggested process, who you would consult or source for information/data, and useful tools in order to determine the current competencies or capability of a specific work area.
Journal notes: What are the legal and ethical considerations for undertaking the above research?
Resources
Training Needs Analysis and Skills Audit (Australian Government, Equal Opportunity for Women in the Workplace Agency)—contains a sample Skills audit questionnaire:http://www.health.vic.gov.au/dentistry/downloads/training_needs_analysis.pdf
Training needs analysis tool (from Businessballs website)—note advice at end of the tool for adapting for an organisational TNA):http://www.businessballs.com/trainingneedsanalysistemplatetool.pdf
Skill set and behaviour assessment tool (from Businessballs website)—although assess individual skill sets/behaviour this tool could be used to sample the current skills amongst a group:http://www.businessballs.com/skillsetbehaviourset.pdf
See resources in other sections of this Learning guide for more examples of templates useful for identifying current competencies.
Look at existing raw data collected as part of a research or TNA process (eg survey questionnaires). With your mentor or someone involved with interpreting the information/data, discuss the design of the research as well as any complications with your mentor or colleagues.
For analysing research to identify training needs, ask them if they had to take into consideration other issues such as:
EnvironmentalWhat might be the best venue for training?LearnersWhat are the specific characteristics/attitudes of the target audience?What did the above point out for the training methods and delivery modes?Type of jobsWhat impact might the type of job have on the suggested training?
Learning portfolioJournal notes: Discuss the conclusions/findings for a sample TNA completed in terms of the verifiable evidence collected. How is the data/information organised? How do the findings relate to the TNA objectives? What assumptions are made in the use of evidence to support the findings?
Resources
Reading
This resource addresses what happens after data has been collected and how it is turned into meaningful information:Analyse data for marketing research (.doc 361kB)
Websites
Template – Training needs analysis (Tasmanian Government)—a tool which could be adapted to plot training gaps at a group level:http://development.tas.gov.au/betterworkplaces/resources/IT&D%20Training%20needs%20analysis.pdf
Training needs analysis (Greenwich Teaching Primary Care Trust, National Health Service, UK)—uses a matrix for identifying group training needs:http://www.greenwichpct.nhs.uk/publications/file.aspx?int_version_id=1852
‘Determining organisational culture’ (Enquire within website)—an example of
analysing data to develop a set of competencies:http://www.enquirewithin.co.nz/organizational_culture.htm
‘Data analysis’ (Queensland Government)—an overview of various data analysis methods:http://www.oesr.qld.gov.au/about-our-services/data-analysis/index.shtml
‘Why measure training effectiveness?’ (Business Performance Pty Ltd.)—An overview of the Kirkpatrick model used for evaluating training programs:http://www.businessperform.com/html/evaluating_training_effectiven.html
Training programme evaluation (Businessballs website)—a range of free resources for evaluating training programs:http://www.businessballs.com/trainingprogramevaluation.htm
See ‘Topic 3: Provide advice to clients’ for resources to help you to design training options.
The following books can be ordered through the TAFE NSW Library Network.
Barbazette, Jean (2006) Training needs assessment: methods, tools, and techniques. San Francisco, Calif.: Pfeiffer. ISBN: 780787975258
Bartram, Sharon (2000) Training needs analysis toolkit: a resource for identifying training needs, selecting training strategies, and developing training plans, 2nd Ed. Amherst, Mass.: HRD Press. ISBN: 9780874254976
Bartram, Sharon (1997) Training needs analysis: a resource for identifying training needs, selecting training strategies, and developing training plans, 2nd Ed. Aldershot, England: Gower. ISBN: 056607916X
Billett, Stephen (2001) Learning in the workplace: strategies for effective practice. Crows Nest, NSW: Allen & Unwin. ISBN: 186508364X
Billett, Stephen (2000) Meeting the demand : the needs of vocational education and training clients. Leabrook, S. Aust.: NCVER. ISBN: 0873975898
Billett, Stephen (1998) Workplace mentoring : organising and managing effective practice. Griffith University. ISBN: 0868579149
Callan, Victor, (2004) Building innovative vocational education and training organisations, Leabrook, S. Aust.: NCVER. ISBN: 1920896031
Chappell, Clive (1996) Analysing the training needs. Sydney: University of Technology, Sydney.
Drummond, Ken (2001) How to conduct a training needs analysis, 4th Ed. Coolum Beach, Qld.: Gull Publishing. ISBN: 1876834099
Hayton, Geoff (1992) How to do a Skills Analysis and Skills Audit. National Centre for Vocational Education Research, Adelaide. ISBN: 0863972748
Laird, D (1985) Approaches to Training and Development, 3rd Ed. Addison Wesley, Reading, MA. ISBN: 0738206989
McConnell, John H (2003) How to identify your organization's training needs: a practical guide to needs analysis. New York: AMACOM. ISBN: 0814407102
Mitchell, J. (2003) Emerging Futures: Innovation in Teaching and learning in VET. Melbourne : Australian National Training Authority. ISBN: 0975060635
Peterson, Robyn (1998) Training needs assessment: meeting the training needs for quality performance, 2nd Ed. London: Kogan Page. ISBN: 0749425687
Seddon, Terri (2004) Social partnerships in vocational education : building community capacity. Adelaide: NCVER. ISBN: 1920895574
Tovey, Michael (2008) Training in Australia, 3rd Ed. Pearson Education Australia. ISBN: 9780733992636