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PUBLISHED BY AMERICAN SOCIETYFOR TRAINING & DEVELOPMENT
TIPS, TOOLS, AND INTELLIGENCE FOR TRAINERS
LINEINFOMARCH2006
ISSUE 0603
PerformanceGapAnalysis
HumanPerformanceImprovement
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Uncover Performance Gaps ..........................................................1
Conduct a Gap Analysis ............................................................................2
Conduct a Root-Cause Analysis ................................................................6
Conduct a More Detailed Analysis ..........................................................8
References & Resources ..............................................................12
Job Aids
Training Needs Analysis: Questions for Curriculum Development ........13
March 2006 l Issue 0603
Human Performance Improvement
Performance Gap AnalysisA U T H O R
Maren FranklinScottsdale Insurance Company8877 N. Gainey Center DriveScottsdale, AZ 85258Tel: 480.365.2271Email: [email protected]
Maren Franklin is a performance con-sultant at Scottsdale Insurance Com-pany. She has worked in training anddevelopment for 14 years, with anemphasis on performance improve-ment and instructional design. Sheholds a B.S. in Organizational Com-munications and an M.Ed. in Instruc-tional Technology from Arizona StateUniversity.
Manager, ASTD PressMark Morrow
Associate Editor, ASTD PressTora [email protected]
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Imagine that you went to a mechanic for adviceabout the clunking noise you hear while drivingyour car. You expect the performance expert—your mechanic—to ask questions such as: Whendid the clunking noise begin? Is the noise worsewhen you first start your car? Does the noise in-crease as you increase speed?
Instead, your mechanic asks no questions at all.He listens politely as you describe the problemand then—without further questions or inspec-tion—declares that rotating your tires will solvethe problem.
Do you think the service will address the real is-sue? What are the chances the problem will con-tinue or even worsen? Would you return to thesame mechanic for future service?
As a customer, you likely will not accept the me-chanic’s solution unless you feel the problem hasbeen diagnosed adequately.
Proposing organization performance or trainingsolutions should require no less rigorous an analy-sis. You need to propose a solution based on data,not speculation. Conducting a front-end analysis(FEA)—a process for determining why a perceivedperformance gap exists and how to fix the prob-lem—will help you find that successful solution.
Like many investigations, sometimes the answersare obvious and the front-end analysis simply con-firms what you already suspect. Sometimes, how-ever, the answer is not obvious and the analysisleads to answers that are much more complex. Themore complex the performance issues are, themore important the front-end analysis becomes indetermining a final solution.
This Infoline will show you the important linkbetween performing a comprehensive FEA anddetermining the most effective training or per-formance solution.
FEA takes extra time initially; however, if youidentify the true underlying causes of the problem,and apply a targeted solution the first time, yourefforts will yield a better return-on-investment.
While an FEA can become quite involved as youdig into a problem, the initial process is composedof only two distinct analysis processes:
1. Gap (or performance) analysis.
2. Root-cause analysis.
The first process—the gap analysis—is when youdetermine that there is a performance problem.The second process—the root-cause analysis—iswhen you determine what caused the problem.
Once you complete a basic FEA analysis, you likelywill need to further analyze factors such as workenvironment, systems and processes, compensationand reward issues, and other possible causes to de-velop solutions to eliminate or reduce the gap.However, these more specific types of analysis arenot the focus of this Infoline.
Instead, this issue focuses on developing an FEAso that you can determine the best, targeted solu-tions for a performance gap.
The Analysis Sequence sidebar provides an illus-tration of this analysis process and the AnalysisCheat Sheet sidebar provides a summary of theprocess.
The three main goals of this Infoline are to:
l provide a comprehensive, yet abbreviated,overview of the FEA process
l demonstrate how to perform gap and root-cause analysis
l outline a logical sequence of investigation fromgap and root-cause analysis to conducting atraining needs analysis (for when you determinethat training is one of the appropriate solu-tions).
Performance Gap Analysis
Uncover Performance Gaps
1
Conduct a Gap Analysis
Gap analysis is the process used to determinewhere you are and where you want to be. In otherwords, this is when you reveal the desired state ofperformance and compare it with the current stateof performance. The discrepancy between howyour business wishes to perform and how it actual-ly performs is known as a performance gap. Thesidebar Gap Analysis Illustration depicts a visualrepresentation of a performance gap.
When you conduct a gap analysis, you gather infor-mation on your business’s operational results—both the desired operational results and the cur-rent operational results.
In addition to learning about the business’s opera-tional results, you need to explore employee per-formance as it relates to achieving the definedoperational results. In other words, you want toknow what employee actions or behaviors will leadto these operational results?
Employee performance is the foundation uponwhich operational results rest. If employee per-formance does not at least meet a set of minimumstandards, the business cannot meet its goals. Onthe flip side, if employee performance meets or ex-ceeds expectations, the business will meet or ex-ceed its goals.
Just as you must discover the desired and currentstate of the business’s operational results, you mustdiscover the desired and current employee per-formances.
When to Conduct a Gap Analysis
Essentially, any time you receive a client request,some form of gap analysis should occur. The side-bar When to Conduct a Gap Analysis providesseveral examples of when and why the analysis isnecessary.
Performance Gap Analysis
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Analysis SequenceThis flowchart illustrates the sequence of conducting a front-endanalysis and then moving into a training needs analysis, if applica-ble. Note: At the point the root-cause analysis is complete, theremay be a variety of other analyses you will want to conduct inplace of, or in addition to, the training needs analysis (the optionsare not illustrated here).
Client request
Makerecommendation
Gap Analysis
Root CauseAnalysis
Training NeedsAnalysis
Is the causeof the
gap known?
Is lack of skill/knowledge a root
cause?Yes
Yes
No
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Performance Gap Analysis
3
Analysis Cheat SheetThe table below summarizes the three analyses discussed in this Infoline—the gap analysis, the root-cause analysis, and thetraining need analysis.
Sample Questions
l What are the current businessresults, stated in measurable terms?
l What would your business resultslook like if performance was whereis should be?
l Could the performers performaccurately if they had no choice?
l What consequences exist for non-performance?
l Do the performers have adequateresources?
l Do performers know what isexpected of them?
l What internal factors support orprevent the desired state?
l What external factors support orprevent the desired state?
l What is the audience like?
l What are the objectives of the train-ing?
l What delivery methods are viable?
l What environmental constraintsexist?
l What is the total investment to con-duct training?
Output
Articulation of a gap betweencurrent and desired per-formance
Identification of the rootcauses of a performancediscrepancy
Discovery of informationneeded to recommend orcreate a training solution
When to Perform
When, as a strategic businesspartner, you need to help abusiness move from its cur-rent state of operational per-formance to its desired stateof performance.
Whenever someone comes toyou and says: “We need train-ing,” and you have identifieda performance gap from pre-vious analysis. This analysisensures the true issue is iden-tified so the proper solutioncan be recommended.
Once the root cause of a per-formance discrepancy hasbeen identified as the lack ofa knowledge or skill, this col-lection of sub-analyses can beconducted to determine thescope of what the trainingsolution needs to be.
Analysis
Gap
Root Cause
TrainingNeeds
In addition, the book, Performance Consulting:Moving Beyond Training, by Dana (Gaines) andJames Robinson, provides a good resource forhow to approach a gap analysis for large-scale or-ganization improvement. Some questions you mayfind useful include:
l Describe your current business results. Whatmeasures of success do you monitor?
l What are your top five operational metrics?
l What activities are your employees engaged inthat led to your current business results?
l What employee performances do you measure?
l Ideally, what should your business results looklike?
Performance Gap Analysis
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How to Collect the Data
You should direct your questions about the desiredstate of the company to the people who have a vi-sion of where the business is going and how thingsshould be. You can collect this information viainterviews, surveys, focus groups, or a combinationof these methods. Generally, key stakeholdersinterviews yield efficient results.
For more detailed information on conductinginterviews see Infolines No. 258502, “Basics ofNeeds Analysis” and No. 250206, “Interview Skillsfor Managers”; for more detailed information onsurveys, see Infoline No. 258612 “Surveys FromStart to Finish”; for more detailed information onfocus groups, see Infolines No. 259907, “How toConduct a Focus Groups” and No. 259401,“Needs Assessment by Focus Group.”
Gap Analysis IllustrationA gap analysis starts with the articulation of the desired and current states of business and employee performance. The dis-crepancy (or gap) between the two states is then clearly defined in quantifiable terms.
Desired State Current State
Operationalresults—
the results thebusiness wants to
achieve
Operationalresults—
the results thebusiness isachieving
Employee performance—what employees would knowor do differently in the future
to produce the desiredoperational results
Employee performance—what employees
currently know or dothat keeps operational results
where they are today
Copyright © ASTD.
Performance Gap Analysis
5
l Describe what your business results would be ifthis were a perfect world.
l What activities would your employees need tobe engaged in to achieve ideal business results?
You also can scale down your approach for gapanalysis to meet the needs of a specific issue.Questions you might draw on include:
l What leads you to believe there is an issue?
l If things were going right, what would the out-comes of this process be?
l What activities are employees engaged in thatcontribute to the issue?
l How would employee performance look differ-ent if your desired outcomes were achieved?
Once you have answers to your questions,whether on a large or small scale, you can com-pare the current state with the desired state ofperformance.
Make Like Comparisons
To ensure an accurate outcome to your gap analy-sis, compare all similar metrics when examiningoperational results and employee performance—meaning, if the desired state cites operationalresults in terms of sales volume, you also mustdefine the current state of sales volume. If desiredemployee performance is defined in terms ofcompleting a process in three steps, you also needto determine how many steps it currently takes.
Failure to compare like metrics in the current anddesired states will make it difficult for you to artic-ulate the actual performance gap.
When to Conduct a Gap AnalysisThe following table outlines three common situations and explains why a gap analysis is necessary.
Why Gap Analysis
This is the classic cue for gap analysis! Whenever you are approached as a per-formance consultant to help a business improve, a gap analysis should be yourstarting point. It will paint the initial picture you need to make a determinationon what direction to take next.
Refresher implies that the employees have learned the information previously.Your thoughts should be: What is happening now that leads the business to be-lieve their people need refresher training? What specific performance (or lackof performance) has triggered the request? Defining the desired and currentstates is a definite necessity; in many cases that cue up like this, training isn’tthe best solution.
Here, you want to define the desired state of performance. The desired opera-tional results will be the metrics by which success of the training will be meas-ured, and the desired employee performance is what the employees will haveto know or do with this new concept.
In this situation, you could skip defining the current state because if somethingis new, then technically there is no real current state around the same metricsdefined for the desired state. You could make note of how things are done to-day, but because whatever the new thing is will replace the status quo, it is notnecessary.
Situation
You are asked to help improve the over-all business results and/or employeeperformance of a department, division,or organization.
A client approaches you with a requestfor refresher training on any given sub-ject (or training on something you knowemployees have done before).
You receive a request to develop train-ing for something that associates haveno experience with, such as a new prod-uct, system, or process.
Performance Gap Analysis
Copyright © March 2006, Infoline, ASTD.6
State the Gap
Now, you are ready to define the actual gap. Whendefining the performance gap, focus on the gaps inemployee performance—the foundation of theissue. Remember: Operational results rest onemployee performance. State the gaps using thefollowing formula:
Desired Performance – Current Performance= Performance Gap
Often, people acknowledge a gap while they havea particular solution in mind. This narrow processlimits thinking and potential solutions. To keepyour options open, simply state the discrepancy instraightforward language. The sidebar Define Per-formance Gaps Without Bias at right provides sev-eral examples of how to eliminate bias.
Once you have identified and clearly articulatedthe performance gaps, you are ready to move intothe next phase, root-cause analysis.
Conduct a Root-Cause Analysis
Root-cause analysis is the process of examining aperformance gap and determining why the gapexists. Identifying the root causes of a gap allowsyou to recommend holistic solutions, which may ormay not involve training.
Remember: Focus on employee performance andwhat is preventing employees from performingto the desired state. So the essential question to askis: “Why are employees not performing asdesired?”
When to Conduct Root-Cause Analysis
You need to conduct a root-cause analysis if thereason for the gap is complex. In other words, youwill conduct a root-cause analysis any time the rea-son for a gap in employee performance is not evi-dent. You may be able to make some educatedguesses, but if you don’t analyze all of the possibil-ities a root-cause analysis takes you through, youmay miss some key factors that are hindering per-formance. If you do not address all factors, yourimplemented solution may eventually fall short.
How to Collect the Data
When conducting a root-cause analysis, go directlyto the performers themselves to learn what mighthinder their ability to perform. You also can talk totheir managers and, if time allows, consider talkingwith people from other departments that collabo-rate with these employees.
You can collect information for your analysis viainterviews, surveys, focus groups, observation,and/or examination of documents and reports. De-pending on how geographically dispersed your tar-get performer audience is, you may find focusgroups and surveys to be the most efficient meth-ods for asking questions and gathering data. Look-ing at actual outputs of the employees’ work alsomay yield valuable information.
For more detailed information on conducting sur-veys, see Infoline No. 258612, “Surveys From Startto Finish”; for more detailed information on con-ducting focus groups, see Infolines No. 259907,“How to Conduct Focus Groups” and No. 259401,“Needs Assessment by Focus Group.”
To kick off a root-cause analysis, begin with thearticulated gap statement from the gap analysis. Ifyou have identified more than one performancegap, prioritize the gaps and then analyze each gapindividually. Once you identify the focus, ask prob-ing questions. A sampling of questions you mayconsider include:
l How do performers know when they performthe task correctly or incorrectly?
l Are there consequences for poor performance?
Performance Gap Analysis
7Copyright © ASTD.
l Do performers know how to perform therequired activities?
l Do performers see benefits in performing therequired activities?
l What resources are available to aid in properperformance?
l Is the workflow conducive to efficient perform-ance?
l Have expectations for performance been setand clearly communicated?
There are many additional questions you maychoose to ask; gather questions from a variety ofsources so that you have a well-rounded tool forfuture use.
Another popular technique for distilling down to atrue root cause is the so-called five-why techniqueadapted from the Six Sigma discipline.
Pose the identified performance gap as a question,and then ask Why up to five more times regardingeach iterative answer. By the fifth why, you’ll findthe true instigator of the issue.
For example, if the performance gap statement is:“In the first quarter, sales were 10 percent underour goals,” the five whys might go like this:
1. Why don’t sales associates reach their salestargets? Because they don’t follow the salesmodel.
2. Why don’t sales associates follow every step ofthe sales model with every interaction? Be-cause they sometimes forget all of the steps.
3. Why do they forget all of the steps? Becausethey don’t reference their pocket card job aid.
4. Why don’t they reference their pocket card jobaid? Because when interacting with a cus-tomer, it is awkward to pull out a job aid toremember what to do.
In this example, we didn’t need all five whys to getto the point that the job aid wasn’t being used.From here, you could explore alternative solutionsto the job aid.
Factors That Influence Performance
When analyzing why a performance gap exists, it isnecessary to ask questions regarding several fac-tors that influence performance. This ensures thatyou recommend a complete solution.
According to Thomas Gilbert’s book Human Com-petence: Engineering Worthy Performance, thefactors that influence employee performance canbe classified into one of the following six generalcategories:
Information and Feedback—This focuses onhow employees learn whether their performanceis on track and how often this feedback occurs.
Define Performance Gaps Without BiasBelow is an example of how to define a performance gap in a waythat does not imply a solution.
Desired performance: On average, each associate will process20 claims per day.
Current performance: On average, each associate processes 15claims per day.
Performance Gap:
l Caution (solution implied): The workload is too high toallow associates to process the required number of claims perday.
l Better (solution neutral): There is a discrepancy of fiveclaims per associate, per day.
Environment and Resources—This looks at theperformers’ work environment, including space,light, noise, ergonomics, and so forth. This also an-alyzes the employees’ access to up-to-date and ef-ficient resources.
Consequences and Incentives—This examineswhat happens to performers when they performcorrectly or incorrectly.
Knowledge and Skills—This focuses on whetherperformers have the knowledge and skills neededto achieve desired business results.
Capacity—This refers to the individual per-former’s ability to handle or manage what isrequired. It also examines factors like physicalcapacity and workflow impacts.
Motivation and Expectations—This takes intoaccount the intrinsic and extrinsic factors thatwould motivate or demotivate performers.
Asking questions regarding all of these factors willhelp ensure that you recommend an appropriatetotal solution. You might not be the expert in cre-ating solutions to address all of the issues, but youcan partner with those who are and/or point yourclients in the right direction.
State the Root Causes
Just as you should define a performance gap instraightforward, unbiased terms, you should stateroot causes in solution-neutral terms. In otherwords, the stated root cause should not imply a so-lution; it simply states what is lacking.
For example, let’s say you asked the following prob-ing question: “Do performers know when theymake an error on the form?” You then drill downfurther on the responses you get until you are leftwith this root cause: “Managers don’t have a coach-ing checklist to provide consistent feedback.”
Worded this way, the root-cause statement im-plies a solution—a coaching checklist is needed.You could state the same root cause without a biastoward a certain fix: “Managers do not have ameans of providing consistent feedback.” Thisstatement keeps the door open to consider all pos-sible solutions.
It’s tempting to jump to solutions; be aware of thetendency and help those providing you input toframe causes without leaning toward a particularsolution at this point (you will get there!).
Sort the Root-Cause Statements
Drafting a matrix often can help you make senseof the information you get during your analysis.You could use the simple table illustrated in thesidebar Factors Influencing Performance at rightto categorize your questions and the subsequentresponses, or a cause-effect diagram also workswell (see the sidebar Fishbone Diagram).
Using a visual diagram helps you see where the rootcauses cluster as you ask questions to examine whythe performance gap exists. Later, you may chooseto address one or more of these factors in your solu-tion, depending on time, resources, and perceivedimpact the factor is having on performance.
Conduct a More Detailed Analysis
The combination of gap analysis and root-causeanalysis effectively makes up what is known as afront-end analysis. As explained earlier, once youunderstand the root causes of the gap, you canbranch off into more detailed analyses that willhelp you design and implement the appropriateintervention.
One of the many analyses that may follow root-cause analysis is a training needs analysis. The nextsection focuses on the specifics of the trainingneeds analysis, as that generally is the one in whichlearning and development professionals specialize.
Performance Gap Analysis
Copyright © ASTD.8
Copyright © March 2006, Infoline, ASTD.
Training Needs Analysis
Training needs analysis is the deep dive into all ofthe details you need to know in order to design atraining solution to help close a gap in an employ-ee’s skill and/or knowledge. You will use theresults of the gap and root-cause analyses to feedinto your analysis.
When to Conduct a Training Needs Analysis
Proceed with a training needs analysis if you haveidentified that one of the root causes of an exist-ing performance gap stems from a performer’slack of knowledge and/or skill (refer back to thefactors that influence human performance).After all, if performers don’t know or understanda concept, they have to be educated. This type ofroot cause calls for an education or training solu-tion, and a training needs analysis is the first stepto get you there.
A training needs analysis itself is a conglomerationof multiple sub-analyses; which ones you will needto conduct will vary by situation and the amountof prior knowledge you have. Sub-analyses mayinclude:
Audience Analysis—an examination of the targetaudience characteristics, such as geographic loca-tion, prior knowledge, existing skill set, age, inter-ests, and so forth.
Job Analysis—the breakdown of a specific jobfunction into its respective duties and tasks, as wellas required skills, knowledge, and competencies.
Task Analysis—the breakdown of individual tasksinto their respective steps, required tools/inputs,and timing.
Performance Gap Analysis
9
Factors Influencing PerformanceUse the following categories to explore all possible causes of a gap in employee performance. By asking questions similarto those provided, you will get responses that you can sort into the various factors.
Physical Resources
Examples: Tools, materials, technology,equipment, improved lighting, ade-quate project budgets, supplies, and soforth.
Knowledge
Examples: Training job aids, coaching,mentoring, on-the-job training, con-tinuing education, and so forth.
Structure/Process
Examples: Logical reporting relation-ships, management support, qualityinputs, logical steps to follow, realisticpolicies, a meaningful mission state-ment, and so forth.
Motives
Examples: Profit sharing, recognition,performance-based pay, bonuses,benefits, job security, prestige of posi-tion, opportunities for advancement,and so forth.
Information
Examples: Feedback on your per-formance, clear standards, customerfeedback, reliable data reference ma-terial, and so forth.
Wellness
Examples: Better health care system,marriage counseling, more physicalexercise, more relaxation time, stressmanagement, better dietary habits,and so forth.
Adapted from Ethan S. Sanders and Sivasailam “Thiagi” Thiagarajan’s Performance Intervention Maps.
Content Analysis—a thorough review of any ma-terial, resources, and input from subject matterexperts about what to include in the training.
Environment Analysis—a close look at the workenvironment that will help determine what canand should be replicated in the learning setting.
Media Analysis—a determination of what deliv-ery media make sense given the content, audi-ence, and design constraints.
Cost-Benefit Analysis—an analysis of thereturn-on-investment expected from the training.
How to Collect the Data
Collecting information for a training needs analysismay involve a variety of stakeholders and subjectmatter experts—whom you interact withdepends on the sub-analyses you find relevant.
As with the other analysis phases, you can collectinformation through interviews, focus groups,observation, and/or examination of documents andprocesses.
The Training Needs Analysis: Questions for Cur-riculum Development job aid at the end of thisInfoline provides a starter list of questions to helpyou gather general information.
Performance Gap Analysis
Copyright © ASTD.10
Fishbone Diagram A fishbone diagram is one visual method—used during a root-cause analysis—to help you sort out the responses to thequestions you ask about why the performance gap exists.
Identified Gap
InformationFeedback
MotivationExpectation
EnvironmentResources
ConsequencesIncentives
CapacityKnowledge
Skill
Root cause
Root cause
Root cause
Root cause
Root cause
Root cause
Root cause
Root cause
Root cause
Root cause
Once you have the information you need, thetraining needs analysis ends, and the design phaseof instructional design begins.
Ensure You Fix the Real Problems
Conducting a front-end analysis will go a long wayto ensure you focus on the real issues and offersolutions that ultimately will fix the problem, notjust treat the symptoms. If you understand thesequence of analysis and fill your bag of tools withsome starter questions, you can respond morequickly when the need arises.
Remember: A training needs analysis will notalways be relevant, as it applies only when per-formers lack knowledge and/or skill. Often, ana-lyzing a request for training ultimately will revealthat training won’t solve the issue.
Performance Gap Analysis
11Copyright © ASTD.
Copyright © ASTD.
Barksdale, Susan, and Teri Lund. RapidNeeds Analysis. Alexandria, VA:ASTD Press, 2001.
Fagerhaug, Tom, and Bjorn Andersen.Root Cause Analysis: Simplified Toolsand Techniques. Milwaukee, WI: ASQPress, 1999.
Gilbert, Thomas F. Human Competence:Engineering Worthy Performance.New York: McGraw-Hill, 1978.
LaBonte, Thomas J. Building a NewPerformance Vision. Alexandria, VA:ASTD Press, 2001.
Latino, Robert J. Root Cause Analysis:Improving Performance for Bottom-Line Results. 2nd edition. BocaRaton, FL: CRC Press, 2002.
Mager, Robert F. Analyzing PerformanceProblems. 3rd edition. Atlanta: Centerfor Effective Performance, 1997.
———. Making Instruction Work. 2ndedition. Atlanta: Center for EffectivePerformance, 1997.
Piskurich, George M. Trainer Basics.Alexandria, VA: ASTD Press, 2003.
Rossett, Allison. First Things Fast: AHandbook for Performance Analysis.San Francisco: Pfeiffer, 1998.
Robinson, Dana Gaines, and James C.Robinson. Performance Consulting:Moving Beyond Training. SanFrancisco: Berrett-Koehler, 1996.
Sanders, Ethan S., and Sivasailam“Thiagi” Thiagarajan. PerformanceIntervention Maps. Alexandria, VA:ASTD Press, 2001.
Stolovitch, Harold D., and Erica J.Keeps. Front-End Analysis andReturn on Investment Toolkit. SanFrancisco: Pfeiffer, 2004.
Willmore, Joe. Performance Basics.Alexandria, VA: ASTD Press, 2004.
Performance Gap Analysis
References & ResourcesBooks
Austin, Mary. “Needs Assessment byFocus Group.” No. 259401.
Chalofsky, Neal. “How to Conduct aFocus Group.” No. 259907.
Franklin, Maren. “A Guide to JobAnalysis.” No. 250506
Grosse, Eric Jr. “Interview Skills forManagers.” No. 250206.
Long, Lori. “Surveys From Start toFinish.” No. 258612.
Waagen, Alice K. “Task Analysis.” No.259808
Sharpe, Cat, ed. “Be a Better NeedsAnalyst.” No. 258502.
Sparhawk, Sally, and Marian Schickling.“Strategic Needs Analysis.” No.259408.
Infolines
12
Training Needs Analysis: Questions for Curriculum DevelopmentThis document assumes that your front-end analysis has indicated a lack of knowledge and/or skill and that a training solution isin order. Pick the questions from this list that are relevant to your situation.
General
□ What is the project/initiative/issue that the training will address?
□ Are the products and processes that will be the subject of the training completed?
• If not, when will they be complete?
□ When does training need to be ready?
□ In broad terms, what will performers be able to do or do differently upon completion of the training?
□ Will the training be a one-time initiative or an ongoing need?
□ Who is the sponsor?
□ Who is the decision maker (project manager) for the project?
□ Who will be on point to provide the development team with necessary resources?
□ What are the client expectations for the project and what will a successful conclusion result in?
□ What are the baseline metrics of performance?
□ How likely is it that the deliverable dates for this project will change?
Audience
□ Who is the target audience? Is there more than one functional audience?
□ What is the anticipated size of the audience for training?
□ What is the geographic distribution of the audience?
□ If there are multiple audiences and/or goals, what is the most immediate need from the client’s perspective?
□ What are the turnover rates for the audiences?
□ What are the consequences to the audience if the learning objectives are not met?
□ Is the audience aware of the emerging need this project represents or the potential for their need for training?
□ What, if any, attitude does the audience have toward the subject?
Performance Gap Analysis
Job Aid
13The material appearing on this page is not covered by copyright and may be reproduced at will.
(continued on page 14)
The material appearing on this page is not covered by copyright and may be reproduced at will.
Training Needs Analysis: Questions for Curriculum Development (continued)
□ What is known about the audience’s learning preference and/or comfort level with different mediums (classroom, self-paced, computer-based, and so forth)?
□ What are the entry-level requirements for participants of this training (prerequisite knowledge/skills/abilities)?
□ Roughly estimate (high, medium, low) the audience’s level of knowledge with proposed training content.
Subject Matter (Content)
□ Describe the subject matter.
□ How often will the subject matter change or get updated?
□ Has training been delivered on this topic before? When?
• If so, what was the result?
□ Are the materials available?
□ Is the content in any way similar to existing information or processes, or is this information completely new to the targetaudience?
□ Who is developing the business processes or procedures?
□ Do instructional designers have access to the final process/procedure flows/documentation?
• If no, when?
□ Do instructional designers have access to the final product specs?
• If no, when?
□ Do instructional designers have access to the new software or system in question?
• If no, when? Is there a manual or other reference guide in the interim?
□ Do instructional designers have access to the new equipment in question?
• If no, when? Is there a manual or other reference guide in the interim?
□ Are there people currently performing the tasks or functions in question? Are any of them subject matter experts?
□ Will there be a need for advanced training on this same topic?
Performance Gap Analysis
Job Aid
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Performance Gap Analysis
Job Aid
15The material appearing on this page is not covered by copyright and may be reproduced at will.
Training Environment Options
□ Although the design recommendation will be the most suitable delivery medium based on content and performance objec-tives, does the client have any preferences—for example, must the new training match an existing training program?
□ In the event classroom facilitation is chosen, describe the facility in which the training would occur:
□ What equipment is available—projectors, flipcharts, TV/VCR, and so forth?
□ Will participants and the facilitator have access to the same tools, equipment, and software as they will on the job?
□ How many people will be trained at one time?
□ Are there test software/systems/accounts and equipment prototypes that participants can use for practice?
□ In the event an e-learning solution is chosen, describe the participants’ equipment capacity:
• Are PCs or laptops available?
• What are the specs—RAM, CD-ROM drive, soundcard, speakers, bandwidth, and so forth?
• Do they have Internet/intranet access?
□ In the event on-the-job-training (OJT) is chosen:
• Are there managers or coaches to monitor progress?
• What training or support will the managers or coaches need?
• What form of job aids are currently used (electronic, paper)?
• What kind of time will participants receive to complete the training?
Tracking and Evaluation
□ Does completion of training need to be documented for personnel files or other reporting?
□ To what extent is it necessary for participants to demonstrate mastery of the content?
□ What are the metrics that will be tracked to assess the success of the training?
Risks and Essential Considerations
□ Are sufficient resources available to provide content information in a timely fashion?
□ Will subject matter experts be available to review the deliverables?
□ Do they have the authority to approve or decline content?
(continued on page 16)
The material appearing on this page is not covered by copyright and may be reproduced at will.
Training Needs Analysis: Questions for Curriculum Development (continued)
□ Will there be a pilot of the curriculum before rolling it out to the entire audience?
□ Is there sufficient time for a train-the-trainer session, if necessary?
□ What is the plan to engage or communicate to the audience in a way that will contribute to the success of the project and/ortraining?
□ How will managers of the participants support the participants after training is complete?
□ How are managers learning about the training content?
□ What is the general attitude of managers toward the project and training?
□ Are there any plans or programs in place that may have a counter effect on the intended results of the training?
Performance Gap Analysis
Job Aid
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1996/62410
250603 $12.00 (USA)
