Need analysis & design

• 1. Unit - 2

2. TRAINING NEEDS ASSESSMENT3 3. Remember, training is not what is ultimately important performance is. -Marc Rosenberg 4 4. Needs Assessment DefinitionA needs assessment is the processof identifying performancerequirements and the "gap"between what performance isrequired and what presently exists.5 5. Training Need Analysis Is the first step in training process to determine whorequires training , what kind of training is requiredand why a particular training is required 6. Difference in Need Assessment &Analysis Need Assessment : We attempt to find out what is thecurrent level or nature of knowledge , skill or attitudeat individual , group or organizational level todetermine the future course of HRD activities Need Analysis : We examine the cause of failure or nonperformance so as to see whether inadequate orinappropriate training was one of the reason. It is more Important because lack ofcompetency is not the only reason for failure. It couldbe like Negative Org. climate , natural disaster etc.. 7. Types of Need 8. Democratic Needs Options for training / HRD that are preferred, selected or voted for by employees or managers orboth. Programmes that address these needs are likely to beaccepted and desired by organization members. Democratic needs can be used to build support forHRD programmes. 9. Diagnostic Needs Focus on the factors that lead to effective performanceand prevent performance problems rather thanemphasizing on existing problems. Identified by studying the different factors that mayaffect performance Goal is to determine how effective performance can beobtained. 10. Analytic Needs Identify new and better ways to perform a task These needs are discovered by intuition , insight or expert consideration 11. Compliance Needs Mandatory by Law This needs often deal with mandated training programmes such as safety training , Prevention of sexual harassment programmes , training under apprentice act etc 12. Levels of Training Need Analysis Organizational Analysis TaskClarify AnalysisObjectives Person Analysis 13 13. Organizational or Strategic Analysis Purpose is to examine the organization unit or Dept And determine its Basic strategy , objectives , andgoals In dealing with changing Business Environment , theOrg. may focus on the companys new business goals &challenges In Conducting org analysis , the company mayconsider issues like: 14. Increased Competition More demand for customized products Increased needs on cooperation among companies Research & innovation Merger & acquisition Business strategies of the rival companies Org Analysis must also take into accountthe product & market Diversification plan ,geographical spreads , cost cutting and profitmaximization proposals. The sources for org analysis may include org climatemeasure , current performance data 15. Task analysis What must be done to perform a job or complete aprocess successfully Also called KSA analysis Job Evaluation , job specification (Detail of Person), job description (role of the job) Superior performers in the jobs can give valuableinformation Task analysis is a systematic collection of data about aspecific job to determine what an employee shouldtaught to achieve optimal performance 16. Results of a task analysis include standards ofperformance How task should be performed? Variety of data sources are available includingobserving the job , asking questions about the job 4 steps involved - Develop a list of task statements : usingobservations , interview develop a list of taskperformed in a given sob - Develop a list of task clusters: useful fororganizing large number of tasks. It means segregatingtasks into groups in accordance with their similarilities 17. - Develop a list of KSAs : identify the KSA need forthe performance - Assess the importance of the tasks : which of thetasks are most critical for successful performance ofthe job and difficulties in mastering them 18. Person Analysis It is to find out who needs to be trained and what kindof training they need Finding out the individual KSA against the successfulperformance of the job given Education qualification , work experience , skill set, motivational level , attitude matters a lot in personanalysis It is done individually Performance appraisal report , self -perception, observations are important sources 19. Several ways to determineemployee deficiencies Examine the measures of job performance :performance report , work record of actualperformance will give enough data Ex: any employeereceive less than satisfactory rating on job might beconsidered as deficient in that area. Measures of jobperformance is helpful only in case of existingemployees in their existing role. Proficiency test or simulations: Some person mayhave the capability but might not get the chance toprove it 20. 6 Component analyses of needs Context Anlysis : Reason for which the training is desired. The important question being answered by this anlysis are Who decided that training should be conducted Why a training prog. Is seen as the recommended solution to abusiness problem 21. Participant s Analysis: It is the analysis dealing withpotential learners and instructors involved in theprocess. The imp quest. Answered are who willreceive the training and their level of existingknowledge in the subject , what is their learning styleand who will conduct the training and their expertiseto do so Work Analysis: It is analysis of tasks beingperformed. It involves examining activities , tasks androle of the job and the competency requirement foreffective performance. Also task analysis or job analysisit specify the duties and skill level required 22. Content Analysis: This involves analysis of document, manuals , laws or procedure used on the job. Itanswer the question about what knowledge orinformation is used on the job successful performance.It is Imp that content of the training does not conflictor contradict with job requirement. Suitability Analysis: Whether training is the desiredsolution. Training is one of the several solution toperformance problem. But it may not always be thebest solution. Cost Benefit Analysis: Analysis of ROI ( Return onInvestment) of training. Effective training shouldresult in return of value to the org. that is greater thanthe initial investment. 23. Sources of Data for TNA Person Analysis : Education & experience ,performance appraisal , supervisor report , customercomplaints Organizational Analysis : Business Plan ,performance report , audits , inspection , law , marketcondition Task analysis : job analysis , expert opinion , safetyaspects. 24. Objectives of Training To impart knowledge and skill Equip employees meet the changingrequirements New ways of performing the job Building competent employees25 25. A training objective has three components: A statement of what the employee is expected to do(performance or outcome). A statement of the quality or level of performance thatis acceptable (criterion). A statement of the conditions under which the traineeis expected to perform the desired outcome(conditions). 26. Advantages and Disadvantages of Needs Assessment Techniques TechniqueAdvantages DisadvantagesObservationGenerates data relevant to Needs skilled observer. work environment.Employees behavior may be Minimizes interruption ofaffected by being observed. work.Questionnaires InexpensiveRequires time. Can collect data from aPossible low return rates, large number of persons. inappropriate responses. Data easily summarized.Lacks detail.27 27. Advantages and Disadvantages of Needs Assessment Techniques(continued)TechniqueAdvantagesDisadvantagesRead technicalGood source of information on You may not be able tomanuals and records procedure.understand technical language.Objective.Materials may be obsolete.Good source of taskinformation for new jobs andjobs in the process of beingcreated.Interview subjectGood at uncovering details of Time consuming.matter experts training needs. Difficult to analyze. Good at uncovering causes Needs skilled interviewer. and solutions of problems. 28 28. Training Design The design of a training program refers to its items , coursesor subjects, which are aimed at enabling the program toachieve the desired training objectives. A technique of arranging the course content in a logicalmanner, so as to enable the trainees to learn maximum fromthe training course. The program contents must be carefully selected, thecontents should determine the success of the program, andjustify the organizations investment in the program. Training design plays an important role in case of the trainingprocess; the effectiveness of the training is determined bythe training design. 29. Eight steps for effective trainingprogramsStep 1: Define purpose of training and target audience Be clear about what your training needs hope toaccomplish; prioritize Be clear who your target audience will be. 30. Step 2: Determine Participants needs The more accurately you know the needs of yourparticipants the better your training design will be. Findout their needs and expectation by: Get participants to complete a brief, writtensurvey Survey a random sample of participants Ask them:- current roles and responsibilities- previous training on this topic- reasons for attendance- specific needs and expectation of event Review past evaluation and feedback forms Collect information early and use it to design yourtraining 31. Step 3: Define training objectives Clearly defined objective provide criteria for: Clarifying expect outcomes Outlining training content Planning specific training activities Selecting/developing material Designing evaluation procedures Communicating program intent to participants & others Ensuring training is realistic and appropriate Develop overall and segment (lesson) objective Present them to participants at start of each segment. 32. Step 4: Outline training content Trainings gives 3 components: an introduction; alearning component and a wrap-up and evaluationcomponent. Introduction: Establish a positive learningenvironment; stimulate interest; reduce anxiety andbuild bonds. Include some content into introductoryactivities Learning component: Concepts and ideas taughtand explored; skills demonstrated, practiced anddiscussed. Wrap-up and evaluation component: Here pull itall together. Highlight essential learnings; summarizecentral concepts and themes; describe next steps.Open up for questions, concerns, feedback. 3 - 33 33. Step 5: Develop instructional activities Organize activities so that outcomes identified areachieved. Activities should have an introduction, amain segment and a wrap-up segment. Effective training design takes into account principlesof adult learning; group size; participant learningstyle; prior experience/education level ofparticipants, type of skill or information to bepresented, and so on. Strategies that promote active learning includebrainstorming, games, mini-lectures, small workgroups, simulations, role-playing, case studies, etc. Remember you need to develop resourcematerials, e.g.,handouts, case studies, questionnaires 3 - 34etc. 34. Step 6: Prepare the written training design Write a detailed plan of the training session, including goals and objectives; the sequence of specific learning activities and time allotted to each; directions and key points to cover for each activity, and the trainer who will be responsible for the activity. Consider the skill, expertise, training style, and comfort level of each trainer and who will lead different sections.3 - 35 35. Step 7: Prepare participant evaluation form Evaluation determines if the training has achieved its objectives and to identify what needs to be improved. The evaluation form should ask the following: Did participants acquire the skills and knowledge they were supposed to? Were the trainers competent? Were the activities interesting and effective? Was the training format appropriate? Was the training on this topic adequate?3 - 36 36. Step 8: Determine follow-up activities for the event Follow-up activities provide continued support andfeedback. Prepare follow-up activities as you develop your trainingdesign and these activities should make participantsreflect on what they have learned and the process ofimplementation. Some activities include: Newsletters and website postings Peer observation and coaching Mentoring Study groups Ongoing communication between participants andtrainees Follow-up activities require more resources but increasethe likelihood of significant learning occurring. 3 - 37 37. Identifying Constraints inTraining DesignThe constraints act as a barrier for effective training design, the various constraints involved in training design are: Organization/ environment Budgeting for training Trainee population 38. Organizationa/ environmental constraints The technological sophistication of the organization affects which type of training can be offered. Decision about training priorities also must follow the law. Certain training requirements are mandated by the occupational safety and healthy association (OSHA) This type of training includes telling employees what hazardous waste they with the KSAs to handle the waste in a safe manner. 39. Some organizational constraints are: Need high level of simulation. Trainees vary in amount of experience. Trainees have large difference in ability levels. Mix of employee and new hires trained on a new procedure. Long lag between end of training and use of skill on the job. Bias against a type of training. Few trainees available at any one time. Small organization with limited funds 40. Budgeting for training Once the length of training is determined it is necessary to estimates the amount of time it will take to develop the training program. So when providing estimates, understand that department are competing for resource and that the estimate must be accurate as possible. In many cases when training is requested the client wants a proposed training solution and its associated costs quickly. 41. The following items are normally included in the budget of a training program: (i) Outfit Allowances (ii) Training fees (iii) Transport and Travelling (iv) Freight (v) Insurance (vi) Subsistence allowances (vii) Accommodation (viii) Incidental Allowances (ix) Book Allowances 42. In formulating and controlling the budget for a training program, the training officer must consider the following factors: Adequate training plans. The expenses incurred in achieving the training plans musthave been identified and estimated The responsibilities for items of expenditure must have beenallocated between training specialists and other managers. Account classifications must have been made so thatexpenditure can be allocated to specific cost areas. Cost information must be recorded accurately and amechanism for feeding back the collated information mustbe present so that individuals can take corrective action ifand when required. 43. DEVELOPINGOBJECTIVES INTRAINING DESIGN 44. DEVELOPING OBJECTIVES The term training objectives refers to all theobjectives that are developed for the trainingprogram These objectives are used to drive the design oftraining(content , methods , materials , etc.) 45. Designing of InstructionalDesign 46. TYPES OF TRAINING OBJECTIVE : Trainee Reaction Objectives. Learning objectives. Transfer of training Objectives. Organizational outcome objectives. 47. OBJECTIVES WRITING : Objectives are the key learning outcomes desired from the instruction. Classically, instructional objectives have three elements: conditions, performance, standards . 48. CONSIDERATION WHILEDESIGNING A PROGRAMME Cover all contents of the trainingprogramme Motivating/interesting trainingprogramme Simplex to complex Timing Combination of training methods 49. THEORIES OFTRAINING DESIGN Theories of training design are not traditional Dont predict cause and effect relationship Prescribe methods of presenting material to enhancethe likelihood of the material being learnt Several theories related to effective design of training We will examine two theoriesElaboration theoryGagne-Briggs theory Offer guidelines to what technique to use in whatsituation to design effective training 50. ELABORATION THEORY Macro theory of design Based on holistic alternative Relevant for complex tasksSEQUENCING It is a process of coming together as a group andorder the content of training Important when strong relationship exists amongthe topic of the course 51. Purpose of training two different topics Topical sequencing Spiral sequencing Topical requires complete learning ofone topic before moving to the nexttask Spiral requires learning the basics of 52. AdvantageDisadvantageTopical Concentrate on topic, noOnce learned move tointerference from other topic the next topic and firstis forgottenSpiral Built in synthesis and review 53. ConsiderWORKSHOP FOR SUPERVISOR Effective feedback, effective communication, performance review, running on effective meeting They will provide help in doing an effective performance review. They 54. SIMPLIFYING CONDITIONMETHOD(SCM) Based on notion that for all complex task, simpleand more complex version exist SCM based on two partsEpitomizingElaborating Epitomizing is the process of identifying thesimplest version of the task, which is stillrepresentative of the task as whole. 55. Elaborating is the process of identifyingprogressively more complex versions of thetaskAdvantage More complete task is presented immediately Motivate trainees Relationship between what they are learningand job related tasks It is not only effective it is appealing also 56. Gagne-Briggs Theory A micro theory of design It provides a set of procedures for each instructional event to facilitate increase in the level of learning. 57. THE NINE EVENTS OF INSTRUCTIONEvent of InstructionLearning Process 1. Gaining attention AttentionGiving learner a stimulus to ensurereception of coming instruction 2. Informing the learner of theobjective ExpectancyTelling learner what they will beable to do for the instruction 3. Stimulating recall of priorlearning Retrieval to working memoryAsking for recall of existingrelevant knowledge 4. Presenting the stimulusDisplaying the content 5. Providing learner guidance Pattern recognition; selectiveSupplying organization andperceptionrelevance to enhanceunderstanding Chunking, rehearsal,encoding 58. THE NINE EVENTS OF INSTRUCTION (CONTD)Events of Instruction Learning Process 6. Eliciting performance Retrieval, responding Asking learners to respond, demonstrating learning 7. Providing Feedback Giving immediate feedback on Reinforcement, error learners performance.correction 8. Assessing performance Providing feedback to learners more performance for Responding, retention reinforcement 9. Enhancing retention and transfer Providing diverse practice to Retention, retrieval, generalize the capability generalization 59. Gaining Attention Attention of the trainees can be done in manyways. The method of questioning and requestingtrainees to answer. CEO/Chairman of the organization indicatingthe importance of training to the employeesfor the future growth of the company, whensomeone who is heading the organization is 60. Informing the Learner ofthe Goal It is important to get the trainees tofocus on what is to be learnt alsobe aware of the requirement ofeach individual. With training needs analysis it 61. Stimulating Recall of Prior RelevantLearning Trainees should make sure theyhave accessed the informationnecessary for training. Previous relevant capabilitiesare part of the learning event. 62. Present Material to beLearned Materials to be learned should bepresented in and logical andunderstandable format. The questions designed should elicitresponses from the trainees ,which willindicate the level of understanding. Highlighting the importance aspects to 63. Provide Guidance for Training Guide trainees to appropriate answers indifficulty, but not indicate the answers. A discussion at the end of the session ,when theanswer is derived, will help the trainees to gainin depth knowledge and understanding of thetopic. Give them problems and ask to come up withpossible alternative solutions-this kind of taskignites the thinking and creative powers and 64. Elicit the Performance Allowing the trainees to perform the task, so that their practice allows them to master the task and are able to transfer the training to the job successfully. 65. Provide Feedback The feedback should be given, when atask is been completed by the team toknow their performance, it can be invarious ways depending on the timeavailable and the number of trainees. This helps them to be aware of theirperformance and thereby make 66. Assess Performance The Gange Briggs Theory propagates thatassessment of learning should take place aftereach session, so that after the training onfeedbacks kills it is essential to assess the levelof learning that took place regarding feedbackskills, before moving onto performance appraisaltraining. This approach has two purpose: - To confirm that the learning has taken place 67. Enhancing retention AndTransfer It is important that a programme is designed such that it facilitates retention and effective transfer.