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.

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

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