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Topic 2: Conduct training needs analysis
© State of New South Wales, Department of Education and Training, 2008
Contents
Preliminary consultations 1
Use reliable and appropriate methods for collecting information and data 2
Determine required skills and competencies 7
Determine current skills and competencies 9
Analyse information/data and identify training needs 11
Learning portfolio checklist 14
More resources 15
Preliminary consultationsBefore you begin the training needs analysis (TNA) you will have already spent
effort and time consulting with stakeholders (mainly your client representatives).
Your consultations will have begun with management, that is, at the organisational
level, where you will have identified and analysed organisational needs,
expectations and requirements, and then planned the TNA process.
Later, as the analysis process gets underway, your consultations should involve
people not just at the organisational level but at other levels of the organisation; the
levels of the work unit as well as that of the individual workers. You will have
negotiated and planned your consultation and reporting focus, methods and timeline
with your client (agreed in a signed-off Consultation plan).
Learning guide 1: Identify organisational/client needs 1© NSW DET 2008
Use reliable and appropriate methods for collecting information and data
Conducting the TNA is a rigorous investigation involving the collection, analysis and
interpretation of information and data. This investigation will provide you with the
answers to questions you have earlier identified, in order to make decisions about
trianing needs, priorities and plans—the basis of your final TNA report.
The research methods outlined below should be used as appropriate to collect
types of information/data needed throughout the process to identify training needs
of the target groups including:
1. determining required competencies or skill sets for effective performance (including specific skills, knowledge, attitude required)
2. determining current skills/competencies
3. identifying the gaps and training needs.
These needs could be current, emerging or future needs.
Your TNA investigation will also form a training plan—the degree of detail according
to what has been agreed as part of the scope of your TNA.
Information and data collection methods
There are a variety of needs analysis methods. Most of these are included in the list
below. In your organisation you may have your own ‘tried and trusted’ methods or
you can research to find other methods for collecting information and data on
training needs.
Read through this list and research each method further to determine their
appropriateness for a needs analysis project you may have in mind.
Method Overview
surveys /questionnaires
Steps:
1 Determine what you want to find out.
2 Determine who you will interview. Be sure your sample is representative and not biased.
3 Decide on how you will carry out the interviewing
Learning guide 1: Identify organisational/client needs 2© NSW DET 2008
(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.
Learning guide 1: Identify organisational/client needs 3© NSW DET 2008
It may also be possible to review past training plans, reports and evaluations.
To encourage participation it is best to employ a TNA style that:
is anonymous and confidential
uses easy-to-read and clear instructions and questions
is relevant to the organisation’s unique operating conditions.
Example: use of information-collection techniques
Suppose that the management at a manufacturing plant has identified that their
problem is a lack of OHS awareness among their workers. What kind of information
would you need to gather for a TNA, and how would you obtain it?
Below is a sample process for undertaking a TNA when the problem is a lack of
competency in OHS.
Conduct a workplace inspection that identifies hazards and risks.
Identify the legislative requirements for managing specific workplace risks,
such as manual handling or working in confined spaces.
Analyse information such as workers compensation claims and the injury
register. Which types of accidents are causing the most injury? What is the
cost of these injuries to the organisation?
Observe on-the-job work activities, job tasks and work behaviours with a
view to identifying hazards in work practices or threats arising from non-
compliance to procedures.
Undertake a gap analysis of OHS competencies related to a particular job or
task. This could be undertaken as part of the organisation’s employee
performance appraisal system.
Collect and analyse data from accident/incident investigation processes. This
should include details such as: when and where an accident occurred; what
job task/activity was being undertaken at the time, the possible causes of the
accident and suggested solutions and recommendations to minimize the risk
of recurrence. Lack of training may have been one factor that was identified
as a possible cause.
Learning guide 1: Identify organisational/client needs 4© NSW DET 2008
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?
Learning guide 1: Identify organisational/client needs 5© NSW DET 2008
Resources
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
Learning guide 1: Identify organisational/client needs 6© NSW DET 2008
Determine required skills and competencies This may involve analysing tasks, a job, work functions and organisational
objectives/needs/directions, and mapping the desired skills and competencies
against the Elements in national Training Package Units. In cases where the client
requires customised, workplace-specific training, an accurate skills/competency list
which can be factored into your customised training is a good way of achieving a
quality skills gap analysis, and will continue to assist the successful outcomes of
your project as the training gets underway.
The range of useful techniques here may include:
discussions with managers and supervisors
organisational strategic planning documents sourcing descriptions of the intended job functions if available, eg national
competencies, job descriptions sourcing operating procedures
identifying legislative/regulatory requirements reviewing existing training programs
group participatory techniques, eg DACUM questionnaires, eg DELPHI
work samples job/task simulations
safety incidents records customer surveys
professional journals, trade magazines and other print media.
Learning guide 1: Identify organisational/client needs 7© NSW DET 2008
Workplace learning
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
Learning guide 1: Identify organisational/client needs 8© NSW DET 2008
Determine current skills and competencies Once you have identified the skills and competencies required to perform work and
mapped these against Training Package Units/Elements, your next step is to find
out if the workers can perform them. Again, this will involve gathering information
and data from various sources, and at one or more of the following levels:
organisational
work group/work unit
individual.
Remember, when you are collecting information and data that you will probably
come across employees who do not have formal qualifications but who gained the
required competencies through work or other life experiences. Also, some
employees may not be able to verbally articulate what they do in their job but can, in
fact, efficiently complete required work.
As part of this research phase, you might also use data gathering tools to collect
feedback on perceived training needs, preferred training modes and options, and
other issues such as literacy which would inform the design of a training program.
Useful research methods and sources here may include:
discussions with section managers
interviews with staff representatives
outcomes from training programs provided to the workers
formal qualifications held by the workers
current duty statements
observation, eg observing workers performing tasks
questionnaires, eg a skills audit
customer surveys
staff meetings
employee performance appraisal records
induction programs
incident reports
Recognition of prior learning (RPL) assessment.
Learning guide 1: Identify organisational/client needs 9© NSW DET 2008
Workplace learning
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.
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Analyse information/data and identify training needs
Data analysis is the process of looking at the data and summarising it with the
intention of extracting useful information that will help you develop conclusions and
recommendations for a training plan. Remember that all your consultations and
research has not only been for the purpose of identifying skills gaps, but to
recommend suitable training options, and possibly a more detailed training plan and
costs.
Data analysis methods qualitative/quantitative processes
feedback on results
review of previous research
peer review
data sampling
statistical analysis.
Sometimes a TNA will give you conflicting data. Therefore, you need to consider the
underpinning complexities of the organisation’s environment and build that
understanding into your TNA process. Remember, you need to understand
motivations, expectations and possible tensions as much as you need to understand
the knowledge and skills gaps.
Support conclusions on organisational training needs
The information/data you use to base your training recommendations on is evidence
to support your conclusions. Your final TNA report will include supported
conclusions so your data analysis tools will be important records.
Learning guide 1: Identify organisational/client needs 11© NSW DET 2008
Workplace learning
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
Learning guide 1: Identify organisational/client needs 12© NSW DET 2008
‘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.
Learning guide 1: Identify organisational/client needs 13© NSW DET 2008
Learning portfolio checklistYour learning in this topic had probably taken a number of forms. For example, you
may have:
attended project meetings to observe your mentor and colleagues
spent time in discussions with your mentors and colleagues about past TNA projects they had been involved in
undertaken readings
reviewed and adapted internet resources.
Journal
Remember to keep notes and reflections in your journal to document your learning
journey—whether this is through learning in the workplace or other means. Include
not just factual information and opinions but also your insights and musings. Make it
a practice to write down your thoughts about the documents, tools/templates you
collect as well as the articles you read and the learning resources you work through.
Learning portfolio
Your journal entries may constitute ‘evidence’. Apart from journal entries, you will be
collecting other forms of evidence as you work through your learning topics. In the
‘Workplace learning’ sections throughout each topic there are suggestions for what
you can note, create, modify or collect. Keep this evidence in a Learning portfolio
which you can then use to select supplementary evidence to go into your Evidence
portfolio to prove that you have met the requirements for this Unit of competency.
Checklist
Have you gathered evidence of your learning about:
collecting information and data on current, emerging and future training needs using reliable and appropriate methods
analysing work to determine skills and competencies required for effective performance
gathering information and data to determine current skills/competency profile
analysing information/data to determine skills competency match and organisational training needs, and supporting the conclusions?
Learning guide 1: Identify organisational/client needs 14© NSW DET 2008
More resources
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
Learning guide 1: Identify organisational/client needs 15© NSW DET 2008