Training Needs Assessment:

A Systematic Approach

Joan Strohauer
Department of Education
“Remember, training is not
what is ultimately important…
performance is.”
Marc Rosenberg
 Did you know...

“Not more than 6-10 % of

expenditures in training actually
result in transfer to the job.”
Broad and Newstrom
 Key Skill

Asking questions… ???

Asking the RIGHT

questions!
In the “Real World”

You cannot afford to not do a front-

end analysis
Something is better than nothing
Do the best you can
Need to have a theoretical base
Key skill: Focus your questions
Needs Assessment Definition

A needs assessment is the process

of identifying performance
requirements and the "gap" between
what performance is required and
what presently exists.
 Macro vs. Micro
Macro Micro
aligned with initiated by
strategic goals performance
three levels problems or change
organizational assessment done to
clarify problem,
occupational determine if training
individual is the solution,
analyze performance,
and characteristics of
trainees
Instructional Design
Process

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE
 Why ISD?

On the job GAP Classroom or

performance other type of
training or
intervention
 Analyze

 What is the
problem? Problem Analysis
 Is it a training
problem? Performance Analysis
 What skills and
knowledge should Task/Competency
be included in the Analysis
training program?
 Who needs to be Learner Analysis
trained?
What is Problem and
Performance Analysis? P. 28

Clearly defining the

problem or opportunity
A formal procedure used to
analyze defined needs to
determine their causes and
identify appropriate
solutions.
 P. 32

Robert Mager

1. Define the problem?

2. Determine the importance
Is it worth solving?
3. Determine the cause(s)
4. Identify training vs. non-training
solutions
5. Select the best (most cost-effective)
solutions
 P. 31

Step 1: Define the problem

Describe Discrepancy

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

 P. 34

Step 2: Is it important?

Why is it important?
What if you did nothing?
How big is it? (Quantify if possible)
Who cares?
“Is the cost of the discrepancy
high enough that it seems worth
pursuing a solution?”
If the answer is no…..

IGNORE

REJOICE
Step 3: Determine Cause(s)

Is it a problem of skill
or
a problem of will?

I don’t
I don’t
wanna!
wanna! I don’t know
how.
Yes, it is a skill deficiency

Arrange Formal no Used to

Training do it?

yes
Arrange Practice
no
Used
often?

Arrange
Feedback yes
Other questions

Change the
Job Simpler
way?
Arrange on-
the-job
training

Potential
Transfer or
?
terminate
If a skill deficiency..

Provide training
Provide practice
Provide feedback
Simplify the task
Develop a job aid
OJT
Transfer
Terminate
 P. 37

Yes, it is a problem of will...

Remove
Performance
punishing? Punishment

Non-performance Arrange
rewarded? Positive
Consequences

Arrange
Does performance consequences
matter?
And one last question...

Remove
Obstacles?
Obstacles
Step 4: To train or not to P. 39

train?
Calculate cost
First determine
cause(s) Select best
solution(s)
Only then look at
possible solutions
Implement
Seek integrated
solution systems that
get to the root of the
problem
To solve a performance
issue

 Training may not be the answer

 Training may not be the only answer
 P. 39

Cause Solution
If skill or knowledge……….training
If lack feedback……………..feedback, standards
If not motivated…………….rewards, consequences
If unclear expectations…..std, measure, discuss
If job environment…………change environment
If potential……………………change personnel
 P. 40

If training is the answer….

Formal training
Self study
Technology based
Job related/workplace
approaches
 P. 42
Outcomes of Problem and
Performance Analysis

More complete picture of problem

Is it training? Is it training plus…
Make solid recommendations
If is training or job aid….on to task or
competency analysis!
 Task/Competency Analysis
“What do learners need to learn?”

Task Analysis Competency Analysis

For more skill Soft skills training
oriented jobs such as mgmt,
When need consistent supervision
set of training  Professional jobs
requirements Career pathing
Leadership
development
Steps in Task Analysis

Break job into major

functions
Break functions into
major tasks
Break tasks into steps
Identify training
outcomes
Task Analysis Interviews

Managers
Best performers
Job incumbents
Subject matter
experts
Competency Analysis

What are competencies?

Enduring characteristics of a person that
result in superior on-the-job performance
Areas of personal capability that enable
employees to successfully perform their jobs
by achieving outcomes or successfully
performing tasks
What is a competency
model?

Identifies the competencies necessary for

each job as well as the knowledge, skills,
behavior, and personality characteristics
underlying each competency.
 What do you want to P.
61
know?

General
characteristics
Specific knowledge
and skill
Learning styles
Special needs
Information is Used in
Three Important Ways

To help determine

where to begin the
content of the
training program
To determine how to
present the content
To get buy-in
Methods for collecting
data

Data gathering is cornerstone of any

needs assessment project
Can be time consuming
Data Collection Methods

Interviews
Surveys/
Questionnaires
Focus Groups
Observation
Existing Data
 Final Exam

Why do we bother with needs analysis?

Where does TNA fit in the ISD process?
T or F: Training is the solution to most
performance problems.
What are at least 4 methods of collecting
data?
What is the key skill one must use in
conducting an effective needs analysis?
“If you think training
is expensive,try
ignorance.”
Thank
You!