PARTNER for Training Success: ANALYSIS of Needs, Wants, and Identifying Gaps
The second step in the PARTNER* model is ANALYSIS: Determine the needs and wants of the different stakeholders. Identify the gaps and prepare to address them.
When following the PARTNER* model, the first step (PICTURE) should have answered the “where” questions … “where is the organization going?”, and “where does the organization want to be?” It is not unlike planning a trip and pulling out the map to pin point a destination. ANALYSIS then is like determining where we are currently located on the map.
So what steps or considerations are involved in analyzing the needs and wants of the organization? And how will you identify the gaps? Be sure to consider the following:
Who – When you begin analyzing needs and wants, determine up front who you will be including in the process. Joseph Schwab, an educator who developed a program design approach based on curriculum deliberations, believed that the lead curriculum-making specialist should have input from all concerned parties. In the world of corporate learning and development, that would mean subject matter experts, learners, trainer-facilitators, organizational leader(s), and human resource representatives. He did caution subject matter experts will frequently want to control the curriculum making process or will discount input from others, so a strong and focused curriculum lead is required. Schwab’s approach is sound and ensures that all involved parties have a voice.
Unique Issues – Having completed the PICTURE step, you should be aware of the organization’s unique challenges that arise from issues like culture or geography. In the ANALYSIS stage, you must also consider and be aware of unique skill or process issues and constraints. Are there health and safety issues, legal constraints, or ethical considerations? What role does the learner take in relation to these? How about the organization’s leadership?
Competency Maps – Have competency maps been developed for the different internal roles? A competency map is an outline, or listing of skills and traits required to successfully fulfill the requirements of a particular position. If competency maps are available, great! Review them to ensure that they are current and reflective of the positions that exist. If competency maps are not available, consider completing them as part of the ANALYSIS process.
Questions – Through this entire process, you will be asking yourself (and possibly others) questions. Be sure to keep a running list of those questions somewhere where you can refer to it. Review the list and determine which questions are important in helping to determine where the organization currently is (remember the map analogy above?).
Methods/Media – Reach out and engage with individuals at all levels within the organization that will be effected by and involved with any training initiatives. There are a variety of ways to do this:
- Paper surveys
- One-on-one interviews
- On-line surveys, using tools like Survey Monkey
- 360 or modified 360 feedback instruments
- Exit interviews
- Roundtables
- Focus groups
One note of caution … it is often tempting to take as gospel the anecdotal input provided by the organizational leadership, and make decisions based on only their input. Leadership team input is only one part of a thorough analysis or needs assessment step.
Roll Out – When preparing to undertake a needs assessment, consider how to position it. Depending on its purpose, consider having a senior member from the leadership team provide an introduction of the process to all those who will be participating. This could be a simple as an e-mail/memo or voicemail blast, or it could be as elaborate as an all-hands meeting. Attaching as much credibility to this process will help to ensure that you get the information needed to help make the necessary recommendations.
Evaluation – The final step in the ANALYSIS process is to collect, document, and present your findings (even if you are only presenting those finding to yourself). This is where you will be able to confidently say, “this is where we are, and this is where we want to (or need to) be.” In some cases you may learn that the organization and its people are where they need to be, or are very close to it; in other cases it will be quite obvious that a significant gap exists. From here, we will move on to the READY stage in the PARTNER* model and begin the process of determining how to get from “here to there”.
* The PARTNER model (Picture, Analysis, Ready, Train, Nurture, Evaluate, and Revisit) looks at each step in the development, design, delivery, and follow-up process and breaks it down into a simple to follow template.
This is post 3 of the PARTNER Model … view the others by following these links:
- PARTNER for Training Success
- Look at the big PICTURE
- ANALYSIS of Needs, Wants, and Identifying Gaps
- READY objectives, design, and delivery approach
- TRAIN delivery, context, and learner needs
Understand the E-learner
Any organization that commits to undertaking an e-learning component as part of their learning and development strategy must make an effort to understand their learners. Unfortunately, it seems that many organizational leaders are sold on new e-learning technology as a way to reduce the investment in their training budget while frequently the needs of the learner seem to be ignored.
It would be foolhardy and potentially costly to overlook the fundamentals of adult learners as advanced by Malcolm Knowles, namely:
- Adults need to know why they are learning something; they must believe it will have a personal benefit;
- Adults have lifetime experiences that should be tapped and built upon;
- Adults learn best from hands-on, problem-solving approaches to learning; and
- Adults will expect to apply new knowledge and skills immediately, which will aid retention.
Understanding your corporate learners is important if you are to effectively work with Knowles’ fundamentals.
The process to start understanding learners can be accomplished by having prospective e-learners complete a short questionnaire or even through a one-on-one interview setting with an organizational e-learning champion. If the survey option is used, follow up with those that self-identify through their responses that they would be at risk in an e-learning environment. Questions requesting information about age, educational background, organizational tenure, and familiarity and comfort with computers and e-learning should be asked. Understanding the employees that will be participating in a company sponsored e-learning curriculum is no different than taking the time to understand employees that will be participating in in-class, on-the-job, or other training avenues. As a training leader (facilitator of learning), it is your responsibility to play a key role in delivering a positive LROI (Learning Return on Investment). In this case you can do that by making the effort to understand the e-learner.
This is post 2 of 7 of the E-learning Success Model … view the others by following these links:
- A Model for E-learning Success
- Understand the E-learner
- Onsite E-learning Champions
- In-Class Orientation for E-learners
- Support from the E-learner’s Manager
- Provided time to E-learners during Work Hours
- Let E-learners Have a Role in Choosing their E-learning Courses
Don’t Train for the Sake of Training
Have ever heard the statement, “if you don’t know where you are going, any road will get you there?” You could also say it this way, “if you don’t know where you are, and you don’t know where you are going, pick a road.”
When it comes to learning and development in the workplace, the same principles apply. Have you considered what outcomes you are looking for? Do you know the current capabilities of those who will be participating as learners? So as easy as it might be to consider that offer from the nice learning company account representative that paid you a visit earlier today, hyping the special rates available on their super-duper-training-course, be sure that you are first clear about where you want your organization to be going.
In other words, know where it is that you want to go (let’s say Montreal), know where you are (let’s say Toronto), and then determine the most effective way to get there. Could it be flying? Perhaps driving? What about the train or bus? There are many factors that will consider into this decision, including time, money, and possibly personal considerations like a fear of flying. Some factors are qualitative, some quantitative; some may be based on anecdotal feedback from others that have taken the trip previously.
A little effort will put you in control of determining what training initiatives are truly necessary (if at all) for your organization. That means identifying the goals and objectives of the organization, determining where your employees skill sets currently fit, and their ability to accomplish the goals set out using those skill sets. From these determinations, and if necessary, you can develop an organizational training plan.
The bottom line is don’t train for the sake of training. If that is your intention, then by all means take advantage of the latest super-duper-training-course that the nice learning company account representative presented to you … after all, any road/training will get you to your destination … won’t it?
Know Your Audience
Public speakers, sales people, and marketers live by the mantra of “know your audience.” And so taking a page from their book, when it comes to designing and/or delivering training, know your audience. I’m not talking about making assumptions based on stereotypes, (an approach fraught with pitfalls at best and dangerous at worst). I’m suggesting that it is important to put some effort in to know and understand your audience … the learner. Success in training hinges on helping the learner to make the necessary connections and in experiencing those “A-ha” moments.
What is it helpful to know about, and why?
Background
Who are they (as individuals and as a group)? Where have they come from? What is their working history? This is where knowing a history and understanding the culture of the organization is also extremely helpful.
Competencies
What does their competency map look like? (more on competency maps in another post) This should include competencies directly related to the work environment … and those that are not; the lived experiences that learners bring to the organization shouldn’t be overlooked.
Education
What is the educational background of each individual and the group as a whole? When building and/or delivering programs, it is important to work with learners … not around, below, or beyond them.
And how do find out about backgrounds, competencies, and education?
Ask
Enough said.
Survey
If the organization is large, learners are dispersed, or time is a limiting factor, consider using a survey tool to collect some of this information for you. Online tools like SurveyMonkey will allow you design, distribute, collect, and analyze data for no charge (there are limitations of course, but have a look).
Assessments
In some cases, pre-course assessments are important to ensure that the learner is being matched up with the correct course level, or if you are designing a program, that you are designing it to the right level. Web based survey tools can also be used for this, as can paper based instruments.
If you are aware of any other online tools that can be used for surveys and assessments, please feel free to share.
