Need Analysis

Need Analysis Determine the who, what, when, where, why and how of training  Analyze as much information as possible about the following: 

  Organization and its goals and objectives.

  Jobs and related tasks that need to be learned.

  Competencies and skills that are need to perform the

job.

  Individuals who are to be trained.

Cont… 

The assessment begins with a "need“

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It is the gap between what is currently in place and what is needed, now and in the future.

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Gaps can include discrepancies/differences between:  What the organization expects to happen and

what actually happens  Current and desired job performance  Existing and desired competencies and skills.

Cont…  Needs

assessment allows us to set

the training objectives by answering two very basic questions:  who, if anyone, needs training  what training is needed. 

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There are three levels of needs assessment:  Organizational analysis ▪ Effectiveness of the organization and determines where training is needed and under what conditions it will be conducted

 Task analysis ▪ Provides data about a job or a group of jobs and the knowledge, skills, attitudes and abilities needed to achieve optimum performance

 Individual analysis ▪ Analyzes how well the individual employee is doing the job and determines which employees need training and what kind .

Results of the Needs Assessment  Needs

assessment identifies more than

one training need  Prioritize

the training

 the urgency of the need (timeliness)  the extent of the need (how many

employees need to be trained)  the resources available.

Donald L Kirkpatrick 

Donald L Kirkpatrick first published his ideas on training evaluation in 1959, in a series of articles in the US Training and Development Journal

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The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (1975)

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Donald Kirkpatrick has written several books about corporate change, training and evaluation, and has consulted with some of the world's largest corporations.

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Served as the president of American Society for Training and Development (ASTD)

Kirkpatrick model of training evaluation  The

Kirkpatrick model of training

evaluation proposed evaluating training on four levels:  Level 1 Evaluation Reaction  Level 2 Evaluation Learning transfer  Level 3 Evaluation Behavioral change  Level 4 Evaluation Positive,

Level 1— 1st Reaction 

Aims to measure participants’ initial reactions to the training program



Early feedback on the relevance of content and

is the measurement of initial

delegate satisfaction 

Participants are asked to state explicitly how they will act on what they have learnt



Superficial nature of the information

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feedback sheet, happy sheets, questionnaires



Level 2—Learning Transfer  Evaluation

is done soon after the training event to determine if participants gained the knowledge, skills, or attitudes  Decide on workplace projects to apply learning  Work on the transfer of behaviours immediately on the day following each seminar  pre- and post-test scores, on-the-job assessments, supervisor reports

Level 3—Behavioral Changes  Find

out if training program participants change their on­the­ job­behavior  Directly attributable results are clocked up by delegates from the next day.  Completed self-assessment questionnaire, on-the-job observation, reports from customers, peers and participant’s

Level 4 – Positive and Attributable Results  Improved quality of work and higher productivity  Greater contributions from all levels ­ ideas, efficiencies  Increased sales  More secure relationships with customers  Reduction in staff turnover, improved quality of work life  Improving human relationships  Improved vertical and horizontal communication  Fewer grievances, lower absenteeism, higher morale

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 Fewer accidents, greater job satisfaction  Increased profits.

financial reports, quality inspections, interview with sales manager

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