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ANALYSIS PHASE… WHY YOU NEED TO ANALYSE? DR. PEEYUSH VERMA 1 Instructional Design Process- Analysis Phase

Training Needs Analysis

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Training Needs Analysis (TNA) in one of the essential and basic activity of a HR Manager. Unless scientifically drawn, TNA won't bring fruits of productivity and performance improvement.

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Page 1: Training Needs Analysis

Instructional Design Process- Analysis Phase

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ANALYSIS PHASE…

WHY YOU NEED TO ANALYSE?

DR. PEEYUSH VERMA

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First Step In The ISD Process

AnalysisPerformanceProblem

Instructional Design Process- Analysis Phase

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Analysis Phase

• Training Needs Analysis

• Seven types of analysis

• Output of analysis

• Evaluation

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WHY TRAINING??

WHOSE NEED IS THIS?

TRAINING SHOULD BE

MEANINGFULPURPOSEFULFOCUSSED

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TRAINING INTERVENTIONS

Is it a formal need- found through proactive analysis

Is it a response to request- found through reactive analysis

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INPUT PROCESS OUTPUT

INTERNAL ENVIRONMENT

EXTERNAL ENVIRONMENT

EXTERNAL ENVIRONMENT

ORGANISATIONAL

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11Instructional Design Process- Analysis Phase

CHANGING ORGANISATIONAL CLIMATE

POLICYCHANGE

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TRAINING NEEDSA needs assessment is a systematic & scientific set of procedures undertaken for the purpose of setting priorities and making decisions about program for organizational improvement and allocation of resources.

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TRAINING NEEDSNeeds assessments enable you to identify and measure gaps between what is and what ought to be, from which program goals and objectives can be identified. Needs assessments ultimately address questions about the future (What should be done?).

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P

E

GAP

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TRAINING NEEDSIn the broadest sense, needs assessment is concerned with policy and programs, not individual diagnosis.  If a needs assessment is done well, however, it should lead to actions that will directly benefit those with the needs.Needs assessment should progress through a defined series of phases that involve preparing for the assessment, implementing the assessment, and then applying the results to improve the program.

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WHY CONDUCT NEEDS ASSESSMENT?

Reduces uncertainty about a specific issue or problem.  While we might think we already know what the needs are, usually our knowledge may be based on impressions, or experiences of limited situations or of observations of only a few persons who may not be representative of the population we are concerned with.Identifies both program strengths and weaknesses.Can be used as a baseline against which to compare future changes in the program status.Facilitates your ability to plan, make better informed decisions, set priorities about your program development and improvement needs.

Instructional Design Process- Analysis Phase

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WHY CONDUCT NEEDS ASSESSMENT?

• Whether can be conducted with limited resources and time.

• Facilitates your ability to more effectively and efficiently allocate and use program resources.

• Adds credibility to your program.• Educates others about your program.• Garners additional resources and funding.• Address the perceived changes in the

existing system, processes or products.

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Analysis of the existing situation?

Analysis of the existing situation with reference to work environment may include

Work culture,

Job descriptions

Nature of duties

Type of personnel

Resource Utilisation

Constraints

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What does perceived situation include?

Perceived situation with reference to work environment include

Change in work culture,

Change in duties, roles, responsibilities,

Change in policies and address socital issues

Additions and alterations in type of personnel

Additions and change in resource provision

Measures to address constraints

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Context Analysis. An analysis of the business needs or other reasons the training is desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions.

TYPES OF TRAINING NEEDS ANALYSIS

User Analysis. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what is their learning style, and who will conduct the training.

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Work analysis. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job.

TYPES OF TRAINING NEEDS ANALYSIS

Content Analysis. Analysis of documents, policies, plans & procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced worker can assist (as a subject matter expert) in determining the appropriate content.

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Training Suitability Analysis. Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage.

TYPES OF TRAINING NEEDS ANALYSIS

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training.

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WHO CONDUCTS NEEDS ASSESSMENT?

Depending on your experience and the complexity of the assessment, could plan and conduct the assessment on your own.Consider utilizing an internal, in-house evaluator.Consider hiring a consultant to conduct part or all of the needs assessment activities.Obtain technical assistance from CENTRES OF EXCELLENCE.

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HOW TO CONDUCT NEED ASSESSMENT?

Several basic Needs Assessment techniques include: Direct observation Questionnaires Consultation with persons in key positions, and/or with specific knowledge Review of relevant literature Interviews Focus groups Tests Records & report studies Work samples

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SAFEGAURDS AGAINST NEED ASSESSMENT?

IMPERCEPTIONS ASSUMED VALUES OR ROLES BIASES WRONG PERSON CONDUCTING TNA USING INAPPROPRIATE TOOL IMPROPER RECORDS OR INSUFFICIENT DATA INCOMPLETE OBSERVATIONSWRONG INTERPRETATIONSFAKING THE DATA

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Seven Types of Analysis

Resource analysis

Constraints analysis

Job analysis

Task analysis

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Seven Types of Analysis

Problem analysis

Goal analysis

Audience analysis

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Output: Analysis Phase

• JA Report with…– Training recommendations (performance

requirements)– Course content

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Analysis Phase

A ProblemAnalysis Phase

Job AnalysisReport

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ASSSSMENT OF TRAINING INTERVENTIONS

THROUGH FORMAL INSTRUMENTS

ELEMENTS OF TRAINING

INTERVENTIONS

ASSESSMENT OF TRAINIGNG

INTERVENTIONS THROUGH INFORMAL

SESSIONS

KNOWLEDGE COMPONENTS

COMPETENCY DEVELOPMENT REQUIREMENT

S

ATTITUDE DEVELOPMENT

TRAINING RESOURCES

TRAINING DESIGN

TRAINING PLAN FOR LEVEL

TNA

Model of TNA for Competency Development Requirements

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