Training Needs Analysis Approach

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Training & Development Needs Analysis

Training



Overview

Models of Learning

± Reinforcement Theories

± Cybernetic & Infor mation Theories

± Cognitive Theories & Pr oblem Solving

± Experiential Learning Cycle

The µlearner¶ and the organisation¶ : transfer

Model of Training Needs Analysis (TNA) :

individual and organisational levels of analysis

Special training and development needs :

diver sity management



Learning

Training and developmental activities are designed to

bring about changes in behaviour¶

Arnold, Cooper & Robertson (1998)

Learning is µa relatively permanent change in behaviour

that occurs as a result of practice or experience¶

Bass & Vaughan (1966)

How do we learn ? Psychological theories...





Cybernetic & Information Theories

How infor mation is r eceived and monitor ed (µ¶human

ther mostats¶¶ - Stammer s & Patrick, 1975)

Po er Source Monitoring Process

(muscular action) (receipt of µcues¶ through

the senses)

Feedback

Skills Analysis - what µcues¶ or µstimuli¶ an experienced

worker is being guided by (e.g. typist : µhunt & peck¶)



Cognitive Theories & roblem olving

Reflect the way in which we learn to

r ecognise and def ine pr oblems or

experiment to f ind solutions

± trial & err or ± deductive r easoning

± infor mation seeking

Kohler (1973) Theory of µInsight Learning¶ or

µDiscovery Learning¶ (e.g. Chimps, bananas and sticks or Archimedes µEur eka!!¶)



Gagné¶s Hierarchy of Learning

8 major varieties of learning, hierarchically r elated, each

building on ear lier , mor e simple abilities (which ther efor e

act as pr er equisites for mor e complex abilities)

± Signal Learning (classical conditioning)

± Stimulus-Response Learning (operant conditioning)

± Chaining (connecting sequence of 2+ S-R units)

± Verbal Association (learning µverbal¶ chains)

± Discrimination Learning (differ ent r esponses to similar stimuli)

± Concept Learning (common r esponse to differ ent stimuli in gp) ± Rule Learning (a chain of 2 or mor e concepts I.e. if µA¶ then µB¶)

± Pr oblem Solving (r ecombining old r ules into new ones)



Ex periential LearningKolb (1974) : µLearning Cycle¶

Concr ete

Testing experience Observations

implications of & Reflections

concepts in new

situations For mation of

abstract concepts

& generalisations

Honey & Mumfor d (1986, 1992) : µLearning Styles¶

± activist : open-minded, actively involved, bor ed with

implementation

± r eflector : ponder experiences, cautious, µback-seat¶, µbigger

pictur e¶

± theorist : adapt & integrate observations, vertical, logical,

hierarchical

± pragmatist : try out new ideas to see if they work in practice



The µLearner-Organisation¶ Interaction (I)

Learner Motivation

± Otto & Glaser (1970) : taxonomy of motivational f actor s in

learning : achievement motivation, anxiety, appr oval,

curiosity, acquisitiveness

Knowledge of r esults (feedback)

± for m of r einforcement

± Extrinsic KR

± Intrinsic KR

± Learning curves & plateau

Attitude for mation & change

± pr edispose learner s to action

± having µhar monious attitudes¶ (Festinger¶s concept of

cognitive dissonance, 1957)

± gr oup discussion, pr oviding new infor mation



The µLearner-Organisation¶ Interaction (II)

Age

± less brain cells, speeded per for mance declines

± short-ter m memory deteriorates (incr eased

err or s in cognitively complex tasks)

± Welfor d (1962) older less able to cope with

large amounts of infor mation and

± vocab. and compr ehension incr ease

(r easoning and numerical ability test scor es

decr eased)

± Vernon (1960) rate of decline slowest inoriginally high scor er s.

± Stimulation

± Education & Training offset decline in

abilities



Transfer

Training transfer occur s when new learning is used in new settings beyond those employed for training

purposes¶ (Arnold, Cooper & Robertson, 1998)

Positive Learning Transfer

± µwhen learning that has alr eady taken place on one task

assists later learning on another¶

± vertical positive transfer : one subject acts as a basis for

another (e.g. maths to statistics)

± lateral positive transfer : occur s when the same type of

stimulus r equir es the same r esponse (e.g. flight simulator s)

± N.B. µOn-¶ vs µOff -the-job¶ Training

Negative Transfer

± µwhen an old learning or past experience can hinder

per for mance on a new task; when the same stimuli r equir es

a differ ent r esponse¶ (e.g. driving on right hand side)



Factors that assist Transfer Individual

Under standing of general principles ± f acilitated by discovery learning; issue of physical

and psychological µf idelity¶

Over learning

± practising beyond the level of minimum competence

Association

± getting the trainee to associate new learning with

other , pr evious, learning.Organisational

Supportive cultur e ?

Congr uent nor ms/values/attitudes



Goldstein (1986, 1991, 1993)

odel of Training Needs Analysis

Stage OneEstablish organisation¶s commitment and support

Stage TwoOrganisational Analysis

Stage ThreeRequir ement Analysis

Stage Four µNeeds Assessment¶ - Task & KSA analysis of training needs

Stage Five

µPer son Analysis¶

Stage Six Collate data to input to, and design of, training envir onment

and training evaluation



Stage One : Establishing Organisational

C

ommitment andS

upportIdentif y whose co-operation is needed, i.e.

management, worker s, clients, other stakeholder s.

µPr o ject Parameter s¶ : rationale of appr oach(es), time

needed, number s of people involved, admin. (&other) support needed.

Glaser & Taylor (1973)

± collaborative appr oach

± highly motivated, µteam-like¶ inter f ace

± ear ly and active contacts between parties

Goldstein (1993) advocates a µliaison team¶



Stage Two : Organisational Analysis

of Training Needs

Central Issue = µhow well is the organisation doing?¶

N.B. Organisation does not have to be underper for ming

to need development Importance of the µtransfer¶ climate : system-wide

f actor s that may support/under mine training

Goldstein (1993) : 4 stages of OA

± Spe

cif y training g

oa

ls(3 typ

es)

± Deter mine training climate

± Identif y legal constraints (vertical and horizontal)

± Deter mine r esources available



Stage Three : R equirement Analysis

Goldstein (1993) : 6 stages

deter mine target job to be assessed

identif y how needs assessment data best collected

± interviews, observations, surveys, tests, r ecor ds, SME¶s,

focus gr oups, work samples, etc.

deter mine who is going to pr ovide necessary info

ascertain key points of contact and their

r esponsibilities anticipate pr oblems and diff iculties

develop a TNA pr otocol



Stage Four : Needs Assessment

Task Analysis

TA for TNA should pr ovide a job specif ication(KSA¶s/competencies r equir ed). Training spec.

derived f r om differ ence between employees¶ curr ent

and ideal levels

Reid & Barrington (1997) : 3 main TNA TA

appr oaches (task identif ication & task elementanalysis)

± Compr ehensive Appr oach

± Key Task Analysis

± Pr oblem-Centr ed Appr oach Task f idelity (physical and psychological)

± e.g. stages and µkey points analysis¶, manual skills analysis,

job learning analysis, f aults analysis, benchmarking, Critical

Incidents Technique.



Stage Five : erson Analysis

Who in the organisation needs training

What kind of training is needed

KSA def icits - must have suitable per for mance

criteria ± per for mance appraisal ratings

± 360-feedback ratings

± KSA¶s of new r ecr uits

± Development Centr e ratings

± self -assessments



S pecial Training Needs

Retraining

± learning how to learn

± the ageing workforce

Managing Diver sity ± cr oss-cultural training (incr easing globalisation, multi-cultural

societies)

± Equal Opportunities legislation

Training the Unemployed

± long-ter m unemployed (mor e than 27 weeks continuously)

± causes of long-ter m unemployment (physical, psychological

& envir onmental f actor s)

Training Needs Analysis Approach

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