Topic 1: Identify organisational/client needs

© State of New South Wales, Department of Education and Training, 2008

Contents

Changes impacting on industries and the training sector 1

What is a training needs analysis? 4

Analyse client objectives, expectations and requirements 8

Determine issues impacting client objectives and requirements 13

Use communication skills and develop a relationship with the client 16

Identify resources needed to conduct a TNA 19

Develop a consultation plan 21

Learning portfolio checklist 26

More resources 27

Changes impacting on industries and the training sector The environment in which organisations operate today is increasingly competitive

and global. There is greater integration of national economies into the international

economy, occurring through trade, foreign direct investment, capital flows,

technology and the movement of workers from one country to another. For an

organisation, one major consequence is that they are forced to not only anticipate

the forces and trends of change impacting on them and their industry but to also be

adaptable enough to rise to the challenge.

As someone in the field of vocational education and training, you would often have

witnessed first-hand the ways in which economic, social and political forces and

trends, at the local, national and global levels, can impact an industry. Consider, for

example, trends such as an ageing workforce, skills shortages, interest rate

increases as well as legislative changes. It is important for you to keep abreast of

what is happening.

One impact of these fluctuating market trends and forces is the need for the

workforce to undergo re-training in new competencies—this is where training

providers can play a key role in training partnerships. The number of industry-

provider training partnerships in the vocational education and training (VET) sector

is growing considerably, and so is the variety.

What is the nature of the training provider’s role in a training partnership?

Opportunities for working with industry might include:

custom training courses provided by DET/TAFE to suit a specific company’s workers

mentoring of workplace assessors

working with employees onsite to assist them through Recognition (RPL) processes and accreditation

developing assessment resources and reviewing workplace assessment processes.

You will probably be able to identify more ideas than those listed here.

Learning guide 1: Identify organisational/client needs 1© NSW DET 2008

Who identifies training opportunities?

The traditional role of the training provider has been to deliver courses enabling

existing workers to enrol in mainstream courses to develop skills and knowledge

needed for their job. Increasingly, however, there has been a shift in the training

provider’s role. Training providers are now more pro-active (even entrepreneurial)

and are looking for opportunities where they can work with organisations and

industry to offer customised training that best serves their clients’ needs. The

industry skills shortage is a driver of the need for your training organisation (RTO) to

be innovative in its practices of investigating how best to meet industry training

needs.

People you meet each day (your peers at work, industry specialists and current and

past clients) could very well lead you to new training business projects. With your

knowledge in both industry and VET, you are well-placed to identify training

opportunities for workers and, in the process, assist organisations and industry with

optimising their chances of survival and success.

Your Business Development Unit (BDU) has close links with industry and is well-

placed to know about their training needs. Any ideas you have will be welcomed by

your BDU Coordinator. You should also discuss your ideas about possible

entrepreneurial projects with your supervisor.

In the current competitive environment DET/TAFE can no longer afford to just rely

on clients to come to them, filling their mainstream classes to capacity. To ensure

the sustainability and growth of our enterprise DET/TAFE must liaise with industry

and investigate training opportunities that best meet the needs of the community.

Workplace learning

Talk with people in your organisation (eg people in the BDU) about how needs analysis and training projects were initiated.

Ask questions such as:

How did people in your organisation first come to know the client?

How did the client come to know about what your training organisation can do for them?

How was the opportunity identified?

Learning guide 1: Identify organisational/client needs 2© NSW DET 2008

Was the client receptive to the idea of a training partnership?

What was the client interested in, in terms of benefits for them?

Learning portfolio

Record in your journal what you have learnt about how partnership projects are identified and initiated.

Resources

Industry and employers (NCVER)—A collection of research papers focusing on issues for VET-industry partnerships: http://www.ncver.edu.au/industry/31083.html

Partnerships (ICVET)—A collection of articles focusing on issues and case studies in VET-industry partnerships:http://www.icvet.tafensw.edu.au/focus/partnerships.htm

Learning guide 1: Identify organisational/client needs 3© NSW DET 2008

What is a training needs analysis?

Organisations do not want to spend time and money on training programs that will

prove to be ineffective and not help them achieve their objectives and expectations.

Therefore, a training needs analysis (TNA) occurs before a detailed training plan

can be developed and implemented. The purpose of a TNA is to outline exactly how

the objectives if the organisation will be realised through the delivery of training that

will focus on improved and/or changed skills, knowledge and/or attitudes of those

directly involved. For the organisation or industry, the goal of the TNA would be for

the workforce to be adequately trained so that performance is at its optimal, and so

that money, time and other resources are not constantly side-lined to fix the

performance problems of a poorly-skilled workforce. For a profit-making

organisation, the ultimate goal would be to increase profits.

A TNA can focus on analysing the training needs of individuals and specific tasks,

and/or at an organisational level (the focus of this Unit) where the analysis is

targeted at an organisation as a whole, and down to the level of departments/units

or work groups. In all cases the process must consider the links to both functional

and organisational objectives.

With a TNA, you are trying to find answers to these questions:

What are the skills, knowledge and understanding that workers need to do

the job efficiently?

What are the workers’ current skills, knowledge and understanding?

Do the workers hold the skills, knowledge and understanding required, or is

there a gap?

Here, a TNA is defined as a systematic process by which:

1. A performance ‘problem’ or need is identified, and a training response

confirmed as the solution to meet the organisational objectives. Barriers and

issues which will impact on the TNA outcomes are identified in consultation

with the client and possibly industrial bodies.

2. Planning is undertaken to identify how data will be collected in order to

analyse current and ideal skills and knowledge of the focus groups, and

identify training gaps (in terms of skills, knowledge and attitude).

3. Consultation and research is carried out, using a range of methods, to

support the above analysis and identify the training requirements.

Learning guide 1: Identify organisational/client needs 4© NSW DET 2008

4. A final TNA report is presented to the client which documents the TNA

process undertaken and recommendations for training solutions (at a broad

level).

Training is, of course, not always the answer to all business problems and would

definitely not be the answer if there are no skills gaps. There can be many other

issues contributing to why an enterprise or organisation is not meeting their

expected outcomes, eg morale, organisational culture, communication between

levels of the organisation, working conditions, resources, etc.

At the stage of conducting the TNA, the organisation may already know that there is

a performance gap, in which case you will have verified with management that this

is the case and that training is the answer (or, at least, one of the answers) that will

close the gap and assist them to meet their objectives and expectations.

Benefits of a TNA

Organisations, regardless of whether they are profit-making or not, do not want to

waste money on a TNA, or on training itself, if they do not perceive it as something

that will benefit them in the short-term as well as the long-term.

Listed here are some of the benefits to the organisation of carrying out a TNA:

The organisation’s needs and objectives are identified

A training program that specifically targets organisational needs and objectives is developed.

Training programs that do not address the skills-performance gap are eliminated.

Resources (eg money, time and technology) are allocated for training.

Training is prioritised.

Trainers’ time and effort can be spent on more productive activities.

Organisations will be in a position to work in partnership with training provider/s.

Learning guide 1: Identify organisational/client needs 5© NSW DET 2008

The work unit’s training needs are identified

Staff rosters that take training sessions into account can be developed.

Individual worker’s training needs are identified

Training is appropriately designed and pitched to be most effective (eg flexible training options and addressing learners’ characteristics).

Learning plans can be individualised so that each person is trained only in the skills they need.

Workplace learning

Talk to your mentor to find people in your organisation who have conducted a TNA. Ask them what types of communication strategies they used to consult with the organisation’s representatives including how they highlighted the positive outcomes of the recommended training. Ask them if the recommendations (TNA outcomes) were readily accepted. Ask them if they would do things differently next time.

Ask someone in your Business Development Unit (BDU) about useful references they use which explain the TNA process, guides and tools for conducting a TNA, etc.

If you liaise with people from industry, find out if they have concerns about the skills and knowledge of their workforce. Ascertain whether this presents a training opportunity for your organisation.

Learning portfolio

List some recent TNA projects undertaken within your organisation, who managed the TNA project in your organisation, and who the clients were. Describe the focus of each TNA—is it focussed on training needs of individuals or at the organisational level, or both?

Collect references and tools relating to a TNA you can use to help you as you work through this unit and undertake a TNA.

Make a note of your ideas for potential training opportunities you could suggest involving a local industry or community organisation.

Resources

Training Needs Analysis (UK Workforce Hub)—A comprehensive overview of training needs analysis:http://www.ukworkforcehub.org.uk/DisplayPage.asp?pageid=11248

Learning guide 1: Identify organisational/client needs 6© NSW DET 2008

Training needs analysis fact sheet (Queensland Government)—A brief

overview of TNA steps: http://www.deir.qld.gov.au/pdf/eii/epas/retrain/training-needs-analysis-fact-sheet.pdf

Training needs analysis (Flinders University)—A more detailed overview of TNA steps focussing on individual training needs:http://www.flinders.edu.au/staffdev/courses/profess/train_analysis.htm

Training needs analysis Purpose (Business Performance Pty Ltd.)—a sample needs analysis process and methods:http://www.businessperform.com/html/training_needs_analysis.html

Learning needs analysis toolkit (University of Oxford)—describes issues for understanding the benefits of a TNA and a needs analysis process:http://tall.conted.ox.ac.uk/lnat/index.php

Training needs analysis resource site—articles and tips on various aspects of training needs analyses: http://www.trainingneedsanalysis.com.au/

Needs Assessment and Training (Western Carolina University): This 10-minute presentation introduces the concept of TNA. Topics include systems, performance, needs, assessment, and training, relationships between performance and training needs assessment, and key steps in conducting a training needs assessment:http://www.merlot.org/merlot/viewMaterial.htm?id=85490

See ‘More resources’ at the end of this guide for publications detailing the training needs analysis process.

Learning guide 1: Identify organisational/client needs 7© NSW DET 2008

Analyse client objectives, expectations and requirements

What to discuss

Once you have uncovered what appears to be a valuable training opportunity, you

need to plan the next phase of your project. You will need to use the most effective

methods to identify what it really is that your prospective client wants from you. It is

here in the early stages of your project that the message you send can make or

break the deal. What does an organisation hope to gain from a training needs

analysis? In other words, what are the organisation’s needs and expectations?

Identifying the issue

Needs analysis can be directed at addressing an organisational issue such as

solving current problems or future needs, eg new technology taking the organisation

in a new direction. Identifying the issue is one of the first things to do before you

identify organisational/client needs. Questions to ask may include: What is the

issue? What impact is the issue having on the organisation? Is it considered a

problem? Is the issue preventing the organisation from getting to where it wants to

be?

At this stage you will also need to establish the focus of the needs analysis, in terms

of who will be the likely trainees, the number of participants, their backgrounds, etc.

In fleshing out the problem/s it is important to find out the direction in which the

organisation wants to head. An organisation’s strategic plan should be a good place

to find this. However, even if the client has a strategic plan, you may be asked by

the client to assist management in clarifying or fleshing out the direction in which a

department within the organisation wants and needs to head—particularly in the

context of market forces and trends impacting on their industry. A tool to help you

analyse the organisation’s strengths, weaknesses, opportunities and threats is a

SWOT analysis. This can assist you to gain a strategic picture of the organisation’s

objectives, performance and future direction.

Learning guide 1: Identify organisational/client needs 8© NSW DET 2008

When you have identified the organisation’s weaknesses (in consultation with your

client) you will be in a better position to confirm whether these are weaknesses that

training can address. Below is a SWOT analysis tool:

Strengths Weaknesses

Opportunities Threats

Clarifying client objectives, expectations and requirements

In the table below are examples of organisational needs and expectations and how

they relate to objectives and requirements. This list is by no means exhaustive and

when you consult with clients, you will probably come across more examples.

Examples of organisational, needs and expectations

Objectives and/or requirements

Workers need to acquire new skills, focusing on new competencies.

Focus on meeting individual’s learning objectives

Fewer mistakes made by workers

Work to take less time to complete

Duplication of work removed

More efficient flow of communication

Process improvement

Quality of work is improved

Workers to be more productive

Productivity improvement

Learning guide 1: Identify organisational/client needs 9© NSW DET 2008

Examples of organisational, needs and expectations

Objectives and/or requirements

Reduction in customer complaints

Reduce need for customer support

Minimal need for staff supervision and downtime

Cut costs and save money

Improve sales

Improve customer satisfaction and retention

Increase profits

Eliminate breaches to legislative and regulatory requirements, avoid fines or lawsuits, etc

Compliance with legislative or government regulatory requirements

Organisations may determine that one of the reasons their needs are not being met

is directly related to a performance gap in the workforce, and that training is the

answer to their problem.

Mapping client needs to competency standards and Training Packages/accredited courses

In your meetings with the client, they may make it clear that they know exactly what

skills and knowledge they want their workforce to possess. These skills and

knowledge may align with industry standards, competency standards, Training

Packages/accredited courses. On the other hand, this alignment may be lacking. If

they do not align, then you would determine the extent to which they do align. You

may need to explain the National Training System to the client.

You may need to explain that the Australian Quality Training Framework (AQTF)

was developed to provide the basis for a vocational education and training (VET)

system that is nationally consistent and high quality.

National qualifications are specified in a Training Package and all qualifications

should align with the Australian Qualifications Framework (AQF). One or more

Training Packages, therefore, may often be the starting point for planning your

training once training objectives have been confirmed with your client.

Learning guide 1: Identify organisational/client needs 10© NSW DET 2008

You will need to discuss with the client the whether the skills and knowledge set out

in Training Packages suit their needs or whether some customisation will be

required. The client may want training primarily for the staff to acquire new skills and

not necessarily to gain a qualification.

The Australian Qualifications Framework (AQF) sets the standards for the operation

of training organisations registered to deliver training services and to issue VET

qualifications. The AQF sets down four ways to obtain a qualification:

1. training and assessment on-the-job

2. combination of on- and off-the-job training and assessment

3. recognition of current competencies and recognition of prior learning

4. formal off-the-job training.

Workplace learning

Find out if your organisation has any previous records of client needs. Also find out what tools/templates were used to help develop these client needs.

Is there is someone in your organisation who is currently undertaking discussions with clients? Ask if you could go along to observe some of their meetings. Do they have tools or strategies to help them systematically work out the client’s needs? Find out about the client’s concerns (what problems do they have?).

Learning portfolio

Collect tools/templates used by your organisation to identify client needs.

If you have the opportunity to observe client meetings, record in your journal your observations of the strategies used to elicit the client’s needs, expectations and requirements.

Resources

Websites

Australian Qualifications Framework: www.aqf.edu.au

AQTF 2007 (requires log on to the DET intranet):https://detwww.det.nsw.edu.au/tsss/aqtf/compliance/index.htm

National Training Information Service: www.ntis.gov.au

Learning guide 1: Identify organisational/client needs 11© NSW DET 2008

National Training System:

http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/national_training_system/Default.htm

Implementing innovative approaches to learning and assessment through training packages (ANTA). This site provides examples of innovative flexible approaches to the delivery of Training Packages:http://www.ncver.edu.au/publications/1348.html

‘Serving Client Needs in Regional and Local Communities’ (NCVER)—This report investigates how, and to what extent Training Packages are customised at local sites to meet the needs of stakeholders in regional and local communities. It also investigates who the stakeholders in regional communities are, and what they want from training: http://www.ncver.edu.au/research/proj/nr2008.pdf

Learning pack

About the legal environment in Australia, employment contracts, law, industrial awards and agreements:Apply legislation to the workplace

Reading

Strategies for OHS training in the workplace: Develop OHS training (.doc 207kB)

Learning guide 1: Identify organisational/client needs 12© NSW DET 2008

Determine issues impacting on client needs, objectives and requirements

Once you have identified client needs, objectives and requirements, you need to

examine each of them with the client to see if there are issues impacting on them.

Issues

It is important to scope out and plan for any existing or potential issues that may

impact on your client’s needs, objectives and requirements. Below are examples of

issues you may need to address.

Issue Possible solution

Employees are concerned about releasing confidential information about themselves and their work.

Ask respondents if they have concerns about confidentiality and try to allay their fears. Generally, respondents are more forthcoming if they can remain anonymous. Be sure to clarify concerns about how information will be used.

Management is unsure of the value of the training.

Promote the purpose and benefits of your training venture. These benefits have to be understood at senior management level and communicated down through the organisation’s structure for learning and development to be welcomed.

Employees are unwilling to participate in the TNA.

Try to find out the reasons for the employees’ reluctance—they may have concerns that you can easily allay. Convince key employees to show their support of your plans. Perhaps have senior management issue a message which states their interest and confidence that a positive outcome is expected for all.

Senior managers are concerned about the cost.

Promote your project as an investment in the future success of the organisation.

A middle manager does not perceive the TNA as being necessary—they think they know exactly what training is required.

The middle manager is just one stakeholder and while you do need to consult them, you will need to consult other stakeholders as well. You need to convince them that training is not useful unless it is of the right kind.

Learning guide 1: Identify organisational/client needs 13© NSW DET 2008

Issue Possible solution

Your TNA study will mean an interruption to work.

Time is money. Keep your objective seeking communications brief and to the point. Be totally prepared and on time to ensure no extra work time is lost due to any inefficiency on your part.

Your access to employees is limited. You might be able to access employees only at certain times and/or you might not be able to access the cross-section of employees that you need. Try to meet employees at times that suit them. Also, ask management if rosters can be re-organised.

Stakeholder analysis

In the table above, one of the issues that can impact on the client needs, objectives

and requirements is related to stakeholders. Stakeholders are people or

organisations that have a ‘stake’ in the project and so in a TNA project, they would

include the client, employees and managers at various levels as well as unions,

industry bodies, state/territory registering bodies, government agencies etc. They

can impact on the project, but not always only in positive ways as they can place

obstacles that undermine the project.

In some projects, where there are a number of stakeholders, you may be asked to

take part in stakeholder analysis. If it’s a relatively small and straight-forward project,

this will be a simple exercise that you can do very quickly on your own.

Stakeholder analysis is done at the beginning of the project and the objective is to

identify and assess the importance of key people (stakeholders) who may impact on

your project in a significant way. Because the impact may be negative, stakeholder

analysis can be seen as part of risk analysis and risk management.

As a result of a stakeholder analysis, you will be in a position to develop strategies

that would eliminate or minimise any negative impact or obstacles from

stakeholders. Consider a situation where there might be conflict between two groups

of stakeholders in your project—for example, where the two groups have competing

interests. It is critical for you to anticipate such obstacles or problems right at the

beginning of a project.

Learning guide 1: Identify organisational/client needs 14© NSW DET 2008

Stakeholder analysis requires you to, firstly, identify the stakeholders—that is, key

people and organisations who can impact on your project. Then, you map certain

variables against each stakeholder. One variable may be ‘power’ (that is, how much

power a stakeholder has) against another variable—‘interest’ (that is, the

stakeholder’s interest in the project.

One stakeholder may, therefore, have high interest and high power while another

stakeholder might also have high interest but low power.

To conduct a successful TNA you would ensure that you engage with stakeholders

with high power and high interest as they can make or break your project.

Stakeholders with low power and low interest do not need to be fully engaged with

to the same extent but they still will need to be kept informed.

Workplace learning

Speak to your mentor and colleagues about the issues they have come across that impact on clients’ needs. Ask questions such as:

How were these identified?

How are these issues addressed?

What strategies did you use to set expectations and gain participation when conducting the TNA?

What are the repercussions of not identifying these issues upfront (and waiting until the training needs analysis is underway)?

Learning portfolio

Based on what you have learnt through your conversations, make a list in your journal of the issues that impact on client needs, expectations and requirements and the ways in which these issues can be resolved.

Resources

Stakeholder analysis (Victorian Government): http://www.dse.vic.gov.au/DSE/wcmn203.nsf/LinkView/86D3534A103DB113CA257089000A2FB3B3D050C7331FFEBBCA257091000FEF77

Stakeholder analysis template (Queensland Government): http://education.qld.gov.au/riskmanagement/docs/detastakeholderanalysistemp.doc

Learning guide 1: Identify organisational/client needs 15© NSW DET 2008

Use communication skills and develop a relationship with the clientResearch has found that personal relationships are often the initial source of training

partnerships. Often the training provider and client had been working together prior

to the formation of the project and a professional relationship has been established.

(For details, see page 32 of the research report Working Together: Industry and

VET provider training partnerships (2004):

http://www.ncver.edu.au/publications/1459.html).

This means that good communications skills and relationship-building are important

from the beginning of any interaction with a client (as from these relationships,

opportunities for partnerships often arise) right through to the end.

Interpersonal communication strategies

Do not assume that clients will understand VET industry terms, acronyms and

jargon. If you happen to inadvertently say ‘TNA’ (training needs analysis), make sure

you explain and that both your understandings are the same. Here is a small sample

of what may we take for granted and need to avoid: ‘TNA’ (training needs analysis);

‘gap analysis’; ‘competency standards’; ‘delivery modes’; ‘flexible delivery’; ‘DEST’

(Department of Education, Science and Training); ‘National Training Package’;

‘AQTF’ (Australian Quality Training Framework); ‘contextualising’; and ‘inclusivity’.

Though you are well-versed in these terms they may have no idea of their meanings

and may therefore feel overwhelmed by their use in discussions. Consider the

following communication self-checklist:

How well informed are you?

Do you think about what you say and how you can say it most effectively before speaking?

Are you consistent in your communication style?

Do you work to build mutual trust and respect?

Do you actively listen to ensure you understand others’ needs?

Are you clear in your communication methods, never leaving people wondering?

Learning guide 1: Identify organisational/client needs 16© NSW DET 2008

Stakeholder communication plan

Earlier, we mentioned that you would ensure you engage with stakeholders with

high power and high interest more fully than you would with stakeholders with low

power and low interest.

Once you have done a stakeholder analysis, you can devise a kind of stakeholder

communication plan to help you work out the types of information to report to which

stakeholders. For those stakeholders with high power and high interest, for example,

you may have to report in detail and frequently in a range of areas. You may have to

make face-to-face presentations as well. On the other hand, for low power and low

interest stakeholders, an email update every so often may suffice. They probably do

not want too much detail.

The key purpose of communicating with all stakeholders is two-fold. Firstly, you

need to ensure that the proposed training will be focused at assisting the

organisation to better meet its strategic directions. This means that time, cost,

human resources physical constraints, etc are clarified at the outset so that the

expectations of both the training provider staff members and the client can be seen

in a realistic light. The involvement of senior staff members can pay dividends from

this point of view by gaining commitment and fostering a sense of ownership in the

training outcomes.

Secondly, in communicating with the individual workers you will gain a full

understanding of their roles, their skills and gaps and what they perceive is a

rewarding pathway of study. Throughout this process you will also pick up on

workplace attitudes and cultural differences that need to be considered during the

life of the project.

Workplace learning

If you are able to go along with your colleagues to a meeting with a client, observe how the project manager or team communicate with the client. Do they always agree? What negotiation techniques do they use?

It is most likely that you come into contact with clients, internal and even external clients, on a regular basis. Practise active listening skills and being responsive to clients’ ideas and opinions.

Learning guide 1: Identify organisational/client needs 17© NSW DET 2008

Familiarise yourself with the various communication and reporting channels within projects. Discuss this with colleagues who have project management experience. What are the methods of information dissemination and promotion? What are the protocols and procedures for keeping relevant persons and personnel regularly informed?

Learning portfolio

Record in your journal your insights on interpersonal communication with various clients you encounter. Include the strategies you used to develop rapport and trust with your clients.

Collect correspondence (eg letters, emails and faxes) between you and clients—and write a description of interpersonal communication strategies you have used to develop your relationship with the client (eg, the tone of your email, your choice of words, etc).

Resources

A series of readings to develop skills for workplace/business communication:

Communicate information and ideas (.doc 140kB)

Develop trust and confidence (.doc 98kB)

Develop networks (.doc 71kB)

Manage difficult situations (.doc128kB)

Skills and process to facilitate meetings:Facilitate meetings (.doc 987kB)

Learning guide 1: Identify organisational/client needs 18© NSW DET 2008

Identify resources needed to conduct a TNA A training needs analysis will require resources to implement. The question is: what

resources are needed? What will it cost your organisation and the client? Below are

examples of what you need to identify upfront.

Meeting times How many meetings will you be having with the client?

How will you cost these meetings?

Cost of TNA What are the costs associated with a training needs analysis?

Human resources How many of your staff members will be involved in this project? What roles do they need to fulfil in the project?

Project budget How much will the entire project cost? What is the breakdown of costs? Are there costs allocated for contingencies?

Resources for TNA What resources will you want from the client for the training needs analysis, including duty statements and employee records?

Workers’ time How much of workers’ time would you need when collecting data for the training needs analysis?

Equipment and technology

Will you need access to equipment or technology during the analysis and research phase?

Learning guide 1: Identify organisational/client needs 19© NSW DET 2008

Workplace learning

Obtain project plans used by your organisation. They can be for any type of project but try to obtain ones that are specifically for TNA projects. Examine these plans to determine the link between resource allocation and the scale and nature of the project.

Speak to your mentor (or colleagues with experience in implementing a training needs analysis) about the resources required and whether there were problems accessing them. Ask questions relating to: time frames; people’s time; funding; equipment; technology etc.

Learning portfolio

Collect any tools/templates for calculating resource allocation, such as a budget spreadsheet, and reflect on how you would modify these to suit the types of projects you participate in (or are familiar with).

In your journal, make a checklist of the types of resources required for the various types of projects undertaken by your organisation—and reflect on whether there would be issues around accessing these resources.

Learning guide 1: Identify organisational/client needs 20© NSW DET 2008

Develop a consultation planOnce you have clarified the problem or opportunity as a training issue, you will need

to plan the consultations you’ll need to carry out (to conduct the training needs

analysis). Consultation is about formally seeking views and input from various levels

of the client organisation. This involves planning what information or data you need,

the sources of the information, and timeframes and methods for your research. You

will also need to plan your ongoing communications and reporting arrangements

with stakeholders. This is written up as a consultation plan.

The information you need

Your aim is basically to find out the answers to a range of questions in order to

identify training needs and recommend suitable training options. Below are some of

the questions that will need answering. As you can see, this will mean consulting

various stakeholders, from managers to employees, to find out this information.

Therefore, it will be necessary to agree on the consultation plan through negotiation

with your client.

What are the business needs for the training? (Eg to raise productivity, to meet industry standards, to minimise errors and workplace accidents.)

Can training really address these needs or are there other issues, and what are the implications of not implementing training?

What are the skills and knowledge that the target work groups already possess (a skills audit)?

What are the skills and knowledge required in order to perform the job/s (a job analysis)?

Is there a gap between current skills and knowledge and what are actually needed (gap analysis)?

What skills and knowledge are required after the training—in other words, what learning outcomes are needed?

How will you ensure that the skills and knowledge gap can be bridged?

What organisational limits will impact on potential training solutions? Eg in-house expertise, or time.

How, when and where will the training be managed and delivered, eg online, face-to-face, blended, externally, by the organisation and/or by training partner/s?

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What are the learning preferences and needs of the likely trainees? Eg

literacy issues.

Who to consult

In terms of who you will be consulting, you may be consulting some of the following

people, depending on the information you require:

the client

employees and employee representatives

government agencies

organisational managers

organisational training and assessment coordinators

employer representatives

subject matter experts

customers

industry groups

state/territory registering body representatives

external consultants.

To compile the above (to include in the final consultation plan) it may be useful to

use a table like the following:

Information sources

Questions Section managers

Training manager

Intended trainees

Customers Documents

What are the business needs/requirements?

Training need or other issues?

Current skills/knowledge?

Desired skills/knowledge?

Learning guide 1: Identify organisational/client needs 22© NSW DET 2008

How to collect your data or information

We have looked at the information you need. We have also looked at the people

who you may need to consult. The question now is: how do you consult them to

ensure that you get the answers you need?

Typical methods for collecting information and data include:

discussions

interviews (group or one-on-one)

focus groups

surveys or questionnaires (face-to-face or online)

skills tests

observations

gathering work samples.

A literature search will also be needed, eg to research relevant government

legislation, industry standards, Training Packages, existing/previous training plans,

professional journals, organisational training records, assessment requirements, etc.

See Topic 2 ‘Conduct training needs analysis’ in this resource for more specific

methods for gathering information and data.

What to include in your consultation plan

A consultation plan would include:

purpose, aims and benefits of the consultation

at which levels of the organisation will you focus your consultations

who you will consult

methods for undertaking the consultation

reporting arrangements

protocol for consultations with employees (including permission to access workers)

industrial relations considerations

confidentiality, privacy and ethical considerations

other organisational needs

resources required to conduct the TNA

timeline

how you will measure the success of the consultation.

Learning guide 1: Identify organisational/client needs 23© NSW DET 2008

Remember, when developing your plan, to express positive outcomes—what the

client wants, not what you don’t want. Aim at a clear, concise plan that others will

easily understand and that is flexible. Flexibility does not mean vagueness, it means

being adaptable and revisable.

The consultation plan will then need to be signed-off by the client.

Workplace learning

Have a look at any consultation plans previously developed by your mentor (or anyone else in your organisation):

Check sample consultation plans to see if they have covered the key issues listed above.

Clarify the purpose of a consultation plan before conducting a TNA, why it is necessary and how it was developed in consultation with the client.

Learning portfolio

Record in your journal the range of issues that you might need to address in a consultation plan. Then, for each issue, note how you would arrive at the information to address it. Describe a process for developing the consultation plan through negotiation with the client.

Using the consultation plans you have gathered as models and/or the issues we have listed above as a guide, develop a consultation plan template that you would use for the types of projects your organisation is involved in.

Resources

Training needs analysis checklist (from Businessballs website)—contains a range of sample questions depending on the scope of the TNA:http://space.businessballs.com/joywilson_spectrain/resources/training%20needs%20analysis%20checklist.pdf

‘Training needs analysis: a broad view’ (e-learningHub.com)—a comprehensive checklist of questions to analyse training needs:http://pagelogic.com.au/Resources/PDF/Training_needs_analysis_-_a_broad_view.pdf

An example of a consultation plan (to investigate the needs of an IT system) (Employment Services IT Advisory Group, Department of Education, Employment and Workplace Relations): http://www.workplace.gov.au/NR/rdonlyres/0B0155E5-1C2B-41F2-8D3C-56F31723BC93/0/EmploymentServicesITAdvisoryGroupConsultationPlan.pdf

Learning guide 1: Identify organisational/client needs 24© NSW DET 2008

Consultation (Worcestershire County Council)—A consultation guide for

gathering community feedback. Included is a consultation plan template that you could look at for ideas on how to develop your own to suit the types of projects undertaken by your organisation: http://worcestershire.whub.org.uk/home/wcc-con-toolkit-stage1

Learning guide 1: Identify organisational/client needs 25© 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 as they worked on identifying clients’ organisational needs

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 either 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:

identifying client objectives according to their organisational requirements

identifying existing or potential issues impacting on a client’s needs

using appropriate communication and interpersonal skills to develop professional relationships with clients

accessing resources required for a TNA

developing a consultation plan with relevant persons?

Learning guide 1: Identify organisational/client needs 26© 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 27© NSW DET 2008