1 16 training best practices

Training Best Practices:Needs Assessment and Evaluation

PresentedJanuary 25, 2008

By Kristi L. Thompson, M Ed

Sierra Associateswww.KristiThompson.com

Sierra Associates 2008 2

Objectives

• Participants will be provided the information and tools needed to conduct a basic Needs Assessment for course development.

• Participants will be provided the information and tools needed to conduct a Course Evaluation.

• Participants will be provided some tips on structuring budget requests.


Learning is provided in order

to improve performance

on the present job.

(Nadler, 1984)

http://www.nwlink.com/~donclark/hrd/sat1.html#one


What have you done today to enhance

(or at least insure against the decline of)

the relative overall useful-skill level

of your work force

vis-a-vis competitors?

- Tom Peters

Thriving on Chaos


To Train or Not High

Job Knowledge

Low

Problem: Low Motivation

Method

Assess personal consequences/ rewards

system

Problem: Systemic

Method

Consider system issues, problem is out of control of the employee

Problem: Bad Fit

MethodConsider improper

placement of employee in the position

Problem: Lack of Knowledge or Tools

MethodTraining

Low High

Employee attitude/desire to perform the job


My Favorite Two


Training Approaches

Intervention Approach

Training is an intervention for solving problems involving employees. Focus is on performance and/or organizational results as corrections to problems. Steps taken when performance issue is identified.

System Approach

Training is a part of a continuous improvement process, fully integrated in the regular process of organizational improvement. Some steps done only once.


Instructional Design – Our Focus

Analyze – Analyze system (department, job, etc.) to gain a complete

understanding of it– Compile an inventory of all tasks associated with each job (if

needed)– Select tasks that need to be trained– Build performance measures for the tasks to be trained– Choose instructional setting for the tasks to be trained– Estimate what is going to cost to train the tasks

• Design• Develop• Implement• Evaluate

– Review and evaluate during each phase (analyze, design, develop, implement)

– Perform evaluations– Revise training system based on evaluations Full ISD model in Appendix


What is an Needs Assessment?

“Needs assessment is the systematic effort that we make to gather opinions and ideas from a variety of sources on

performance problems or new systems and technologies.”

Allison Rossett (1987)


Why do a Needs Assessment?

• To make sure we are applying the right solution to the problem

• To identify what learning will be accomplished

• To identify what changes in behavior and performance are expected

• To determine the expected economic costs and benefits


Steps of a Needs Assessment

• Conduct Task Analysis and compile a Task Inventory

• Perform a Gap Analysis

• Select which tasks will be addressed

• Determine performance measures for the trained task

• Select Training Method

• Estimate training costs


Task Analysis/Inventory

• What• The breakdown of performance into detailed levels of specificity• Statements of

what will be donehow it will be done for what end result

Ex: Produce weekly summary Help Desk reports for all calls using a provided Excel template to be delivered to IT Director on Fridays.

• Why• To determine the operational components of a job, skill, goal, or

objective• To describe what and how they are performed• To describe the sequence and scope

• When• Whenever there are new processes or equipment, when job

performance is below standards, or when requests for changes to current training or for new training are received

Task Inventory


Task Inventory – Example

Department: IT Help Desk Date: July 7, 2007Analyst: Barty Crouch Department Supervisor: Susan MalfoyJob Title: Administrative Assistant Job Code: 0742

Task Number and Task: 0742-1 Types orders received by mail, telephone, or in person at a minimum rate of

45 WPM into a computer database under general supervision of the HelpDesk Manager to document calls.

0742-2 Receives and answers customer questions under close supervision of theHelp Desk Manager in order to provide good customer relations.

0742-3 Delivers triage and delivery information received by mail, telephone, or inperson under general supervision of the Help Desk Manager to fulfillcustomer requests.

0742-4 Acts as liaison between customer and various departments under closesupervision of the Help Desk Manager in order to provide good customersatisfaction.

0742-5 Post and maintains records in a computer database without supervision to provide the department with historical records for statistical needs.

….


Gap Analysis Performance Behaviors

• What • Comparison of actual performance against new or existing

standards

• Why • To identify the performance gap between what is actually done and

what is required or expected

• When• An intervention is required• New processes and/or procedures• New equipment/hardware• New Applications • New technologies• Change in staffing• Reduction in productivity• Governmental mandates• Security breaches• Routinely, as part of continuous improvement process


Gap Analysis Questions

• For each identified task:• Determine current performance level on task• Determine desired performance level

Task Current Performance Level

Desired Performance Level

Produce weekly summary Help Desk reports for all calls using a provided Excel template to be delivered to IT Director on Fridays.

Emp. often makes mistakes, missing info approx 50% of the time

Emp. repeatedly asks for assistance on producing report, particularly on recalculating Pivot tables

Reports are fully complete and accurate every week

Emp. is able to produce report with no assistance


Tasks Selection

• What• A determination of which tasks will be addressed in the training• Directs course objectives

• Why• To determine the scope and content of the training

• When• An intervention is required• New processes and/or procedures• New equipment/hardware• New Applications • New technologies• Change in staffing• Reduction in productivity• Governmental mandates• Security breaches• Routinely, as part of continuous improvement process


Tasks Selection

• Required– The task/topic is required by law or for safety

• Risk– There is a high risk if task is not done correctly– The task is critical

• Complexity– Task is difficult or complex– Task is done frequently– Task is time-consuming– Task is critical to the performance of the role/project

• Team Considerations– Task requires coordination with other staff or with other tasks– Task is part of a collective set of tasks

• Performance– Task is required for acceptable role performance– Task distinguishes star performers

Task Selection


Task Selection - example

Task Current Performance

Level

Desired Performance

Level

Select - Criteria

Produce weekly summary Help Desk reports for all calls using a provided Excel template to be delivered to IT Director on Fridays.

Emp. often makes mistakes, missing info approx 50% of the time

Emp. repeatedly asks for assistance on producing report, particularly on recalculating Pivot tables

Reports are fully complete and accurate every week

Emp. is able to produce report with no assistance

Include – Performance


Select Training Format

• What• A determination of training delivery mode

• Why• Identify the best tool for the job• Determine training materials and format• Begin to understand possible costs

• When• For every training intervention or project

Can be done at the task level or just generally


Training Format Options

• One-on-one/small group coaching• Boot Camp – small, very specialized audience• Job Aid• Classroom• Vendor course• OJT• Mentoring• CBT• e-Learning• Text-based• Video• Active Learning

Training Format flowchart


Budget

• What do They want?– The greatest needs addressed with the least cost

(ROI)

• Structure your requests by– Projects supported (the bigger the better)– Productivity increase expected (SWAG!)– Number of employees to affected by a particular

course/product (one product, many people)– Problems “solved” with metrics

Training Costs Worksheet


No money, no time, no resources

Step Method

1. Identify performance problems

Questionnaire/Survey

Focus group (see Lunchtime Assessment)

2. Select which tasks Use the most reported from the survey

3. Develop performance measures

You decide based on time and resource limits for course

4. Select method of instruction/setting

Lecture/classroom

5. Estimate costs/budget On location with internal SME/trainer


Lunchtime Assessment1. Gather a possible audience (Pizza works well.) Ask each person to write

down their ten most important training needs in a particular area. Emphasize “specific needs”. A good format is “I need to know how to…”

2. Capture the training needs on the white board or flip chart. Avoid duplicate answers by questioning.

3. Use a weighted voting process to prioritize the training needs across the group (sticky dots) to prioritize the list. Give half as many dots as there are items. Tell needs assessment participants to place their dots on the chart to vote for their priorities.

4. List the training needs in order of importance, with the number of points assigned as votes determining priority, as determined by the sticky dot voting process.

A Step Beyond

• Have each person mark their top two needs on their lists of ten most important and then collect the lists.

• Share these Top Twos with the manager for personal development work.


Basic Data Gathering

TYPE OF INFO

needed

SOURCES OF INFORMATION

OBSERVATION INTERVIEW

DOCUMENTATION

AUDIENCEObserve in work environment

Interview/survey audience or supervisors

Review employee files or personnel records

TASKS

Observe audience or expert performing

Interview expert or other performers

Review job descriptions, policy statements, and trouble reports

CONTENT

Observe expert or creators of product/process

Interview SMEs, policymakers, marketers, or managers

Review product plans, specifications, and marketing guidelines


IT Training Needs Assessment?

IT Trait Process Modification

Obsolescence •Use vendor training for very specialized skills/tasks•Define supported tools/apps/skills and limit training to these

Enormous amt of possible subject matter:

New products daily

New services daily

CHANGES daily!

•Define supported tools/apps/skills and limit training to these•For static info – develop documentation •For active info – consider the fastest Training method

Entire campus as possible audience with different needs/levels/application for same tasks

•Identify audience groupings related to skills/knowledge/performance needed.•Tweak content/materials for each audience.•Train the Trainer – use department IT stars


From Pamphlet 350-70-6http://www-tradoc.monroe.army.mil/tpubs/pams/p350-70-6.pdf

The linkage of Assessment and Evaluation


Evaluation Along the Way

• Phase 1 - Analysis phase• Determining if it really is a training problem • Make sure there isn’t already a solution available

• Phase 2 - Design phase• Ensure the course content link directly to the objectives

• Phase 3 - Development phase • Perform rapid-prototyping (implement-evaluate-implement-

evaluate-etc) or • Have another training specialist check the solutions

• Phase 4 – Implementation phase• Use Level 1 evaluations (next slides)


Four Levels of Evaluation

• Reaction • Learning• Behavior or performance • Outcomes or results


Level One - Reaction

• Measures and evaluates the learner’s reactions and opinions about training program itself

• Does not measure what new skills the learners have acquired or what they have learned that will transfer back to the working environment.

• Method - Attitude questionnaires after classes

COWC Level One Level One Questionaire


Level One - Questions to Ask

• Rate the instructor • Rate the course• Estimate how much you have learned in the course• Rate the effectiveness of the instructor in stimulating

your interest in the subject• Rate the effectiveness of this course in challenging you

intellectually

Minimally– What major conclusion did you draw from today's

session?– What major questions remain in your mind?


Level Two - Learning

• Measures and evaluates the changes in the participants’ skills, knowledge, or attitudes as a result of the training: did they learn anything?

• Methods – Pre- and post-testing • Questions should be directly linked to the selected

tasks and the course content


Level Three - Performance (behavior)

• Measures and evaluates the transfer of the learning to the job or organization: can and do people use their newly acquired learning on the job?

• Methods – • Formal (testing or Manager interview)• Informal (observation)• Must take place after the learners have returned to

their jobs

Manager Level 3 Evaluation

Employee Level 3 Evaluation


Level Four - Results

• Measures and evaluates the impact of the training on the productivity and profitability of the organization: what "return" has the organization received from the training?

• Methods –– Develop a "balanced scorecard“ with four perspectives

• Financial • Customer Satisfaction • Internal Perspective• Innovation and Learning

– Linked to Vision/Mission statement on these aspects– Allow time for the behavior change to take place– Evaluate both before and after the program


Balanced Score Card

• Financial • A measurement, such as an ROI, that shows a monetary

return, or the impact itself, such as how the output is affected• (Can be either soft or hard results.)

• Customer• Improving an area in which the organization differentiates

itself from competitors to attract, retain, and deepen relationships with its targeted customers

• Internal• Achieve excellence by improving such processes as supply-

chain management, production process, or support process• Innovation and Learning

• Ensuring the learning package supports a climate for organizational change, innovation, and the growth of individuals

VinFin Balanced Scorecard example


Big Picture

•


References

• Rossett, Allison, (1987). Training Needs Assessment (Techniques in Training and Performance Development Series. Educational Technology Pubns (August 1987)

• Kirkpatrick, Donald, (1994). Evaluating Training Programs – The Four Levels. San Francisco, CA: Berrett-Koehler Publishers, Inc.

• Multimedia Courseware Development Guidehttp://www.tradoc.army.mil/tpubs/pams/p350-70-2.doc

• Writing a learning objective standard that measures Learning Objective (LO) performance.http://www.asat.army.mil/briefings/Learning%20objective%20standard%20writing.doc

• Big Dog's Performance Coaching Page http://nwlink.com/~donclark/perform/coach.html

• Design Training Needs Assessment Surveys - http://adulted.about.com/od/trngneedsasst/a/TNAsurveys.htm

http://www.tradoc.army.mil/tpubs/pams/p350-70.2.doc

http://www.tradoc.army.mil/tpubs/pams/p350-70.2.doc

http://www.asat.army.mil/briefings/Learning%20objective%20standard%20writing.doc

http://www.asat.army.mil/briefings/Learning%20objective%20standard%20writing.doc

http://nwlink.com/~donclark/perform/coach.html

http://adulted.about.com/od/trngneedsasst/a/TNAsurveys.htm


Resources

• First Things Fast: A Handbook for Performance Analysis by Allison Rossett (Nov 6, 1998)

• Job Aids and Performance Support: Moving From Knowledge in the Classroom to Knowledge Everywhere (Essential Knowledge Resource) by Allison Rossett and Lisa Schafer (Nov 3, 2006)

• A Handbook of Job Aids by Allison Rossett and Jeannette Gautier-Downes (Jun 15, 1991)

• Beyond the Podium: Delivering Training and Performance to a Digital World by

Allison Rossett and Kendra Sheldon (May 23, 2001) • Article – What is a Balanced Scorecard

http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

Digital Tools Survey

http://www.amazon.com/First-Things-Fast-Handbook-Performance/dp/0787944386/ref=sr_1_2?ie=UTF8&s=books&qid=1200328242&sr=1-2

http://www.amazon.com/Job-Aids-Performance-Support-Everywhere/dp/0787976210/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200328242&sr=1-1

http://www.amazon.com/Job-Aids-Performance-Support-Everywhere/dp/0787976210/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200328242&sr=1-1

http://www.amazon.com/Handbook-Job-Aids-Allison-Rossett/dp/0883902907/ref=sr_1_4?ie=UTF8&s=books&qid=1200328242&sr=1-4

http://www.amazon.com/Beyond-Podium-Delivering-Training-Performance/dp/0787955264/ref=sr_1_7?ie=UTF8&s=books&qid=1200328242&sr=1-7


Training Requirements


• Kristi Thompson is the Principal of Sierra Associates. She has over 20 years of experience in the development of stronger work environments. Kristi works with groups on workplace and relationship processes to redirect the focus and perspective, resulting in higher morale, focus and productivity. She has applied her expertise in the high-performance manufacturing, service industry, hi-tech companies, academic institutions and the medical field. She has presented on numerous topics such as Change, Conflict, Team Development and Quality Improvement.

• Kristi received her Masters of Education from the University of Massachusetts Amherst and her Bachelors of Science in Chemistry from Worcester Polytechnic Institute.

• Sierra Associates• 8 Munn Road• Monson, MA 01057• 413 267 3585• Cell: 508 789 4112• www.KristiThompson.com• [email protected]

http://www.kristithompson.com/


Data gathering methods 1

Method Pros Cons

Questionnaire/ Survey population

–Can customize per audience–Can be anonymous–Can and should ask different style questions–Efficient in collecting lots of data–The easiest way of collecting needs assessment data.

–% return is often less than 20%–Takes time and skill to develop well–Directed/limited answers–Should be limited to 10 minute completion time–What people tell you and what they really do may differ–Can’t probe deeper

Documentation review (i.e., job descriptions, performance appraisals)

-Provides management/HR perspective

–May be difficult or impossible to obtain desired documents–May require interpretation/ explanation

Interview managers/ supervisors

–Good for complex or undefined problems/areas–Can be modified “on the fly”–Personal touch

Time and resource intensive


Data gathering methods 2

Method Pros Cons

Observations –The most direct method of collecting needs assessment data

–Very resource consuming (time and people resources)

Review performance appraisals of lesser performers

–Time efficient –Dependent upon the quality of documentation and honesty in documents

–Best used in conjunction with conversations with Mgr

Focus groups –Good for complex or undefined problems/areas

–Can be modified “on the fly”

–Personal touch

–Ideas can build on each other

–Relatively effective and efficient

–Scheduling issues

–Wide range of participants in attendance

–what people tell you and what they really do may differ

–Sometimes important to verify the results with observations and document analysis


Steps for a full Analysis

Step Method Toolbox Template

1. Understand the client’s business (Analyze system)

• Interview manager/department head

System Overview Instrument

2. Conduct a Task Inventory*

• See next slides Task Inventory

3. Select which tasks will be addressed

• Discuss with manager/department head/client

Task Selection

4. Build performance measures for the trained tasks

• Review performance appraisals



•Ask HR/EAP

Task Performance Measure

Task Inventory

Task Selection

Task Performance Template example

System Overview example


Steps for a Needs Assessment

5. Select method of instruction/ instruction setting

Lockstep

Classroom (In-house or Vendor)

Boot Camp

Video

Self-Paced

Personalized System of Instruction (PSI)

Computer Based Training (CBT)

Text Instruction

e-learning or Internet Distance Learning (IDL)

Job

Job Performance Aid (JPA)

On-The-Job (OJT)

Training Method Decision Flow

6. Estimate costs

Training Cost Worksheet

1 16 training best practices

Technology

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