Training Needs Assessment simulation
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Training Needs Assessment simulation (email from SR HR Generalist:
Hey … it looks like you’re going to hit the ground running. I just found out that we’re going to need to support training needs associated with opening the new plant, on-boarding all the new hires, and addressing the needs that the sales force will have. I am going to want you to be part of developing a comprehensive training design plan for all of this, but for now, I need a somewhat informal assessment of the training needs for the supervisors.
I’d suggest that you review the announcements that are on the company intranet — there is a press release and a company-wide announcement that should give you some of the background information you need. Then, put together a brief questionnaire and decide who to use as your SMEs.
Remember that people are very busy with this project, so you may not be able to ask every question you think relevant or talk to every person whose input would help. Choose wisely!
I’ll follow up with you later. Good luck!
Addressing the following in your analysis:
• Justify the questions you selected for the SME interviews.
• Justify the SMEs you selected to interview.
• Analyze the training program objectives, based on the SME interviews.
SAMPLE ANSWER
Introduction
Training Needs Analysis (TNA) is a significant element for CapraTek since these remains the systematic training cycle and a process where human capital practitioners undertake in identifying the gaps that exist in employee knowledge. CapraTek is known in the provision of non-downloadable on-line interactive simulation software for the purposes of education that simulates the situations within the real-world issues for helping students in the human resource field (Shipley, & Golden, 2013). The basis of the structure for an efficient and social responsible training and development framework is in assessing the gaps that exist between employees by determining where they are and what they require in terms of knowledge, attitudes, and skills.
However, it is essential to note that the primary purpose of a TNA may have different meanings depending upon an organization and its people within the process, thus resulting in a misunderstanding of the expectations of what needs to be achieved. TNA derives a systematic approach to the training needs of employees with its origins based on the need to meet an organization’s needs and objectives (Shipley, & Golden, 2013). It is, therefore, essential to undertake training policies to provide a primary system and management guide for the people involved in the process of designing and developing training programs. Training needs exist in the event that an organization undertakes the initiative of systematic training which serves by solving some areas of weaknesses. This paper, therefore, pursues avenues aimed at developing an informal assessment of the training needs of supervisors.
Training Needs Assessment
Before conducting training needs analysis, it is essential to evaluate the current skills of the staff within an organization, a factor that will help in figuring out those areas that require the most training. A properly structured training plan is one that helps workers improve their areas of weaknesses and boost their productivity and efficiency (Shipley, & Golden, 2013). Through a properly structured training program, organizations can, therefore, put in place approaches that can improve the performance levels of their staff members since they have all it takes to carry out their work responsibilities.
Through the use of a questionnaire, data can be gathered about the performance levels of employees. After collecting the information through the questionnaire, the results are therefore analyzed. This can be done through the determination of the most important areas of skill that is important in an organization (Schneier, Guthrie, & Olian, 2012). Through this, it is easier to determine the areas that serve as the companies weakest points and derive training approaches based on this knowledge. Below is a questionnaire that can be used in the collection of information within an organization. The subject matter expert (SME) chosen for the interview is a training consultant.
Questionnaire
The following questions can be used to get high-quality information;
- What are the ultimate goals of the module?
The SME should be in a position to explain the end goals of the training needs assessment. It is important to note that whether this may be in understanding some concepts, complying with training or even learning a new behavior, the SME, and the organization need to be in agreement in designing the purpose training program.
- Is it important to divide behavioral and informational subject matter?
In this, it is decisive to note that not all learning and training are developed equally. Some of the times, training modules are purely informational in which learners are able to get more knowledge. It is therefore against this question the SME should explain the goals of the training and what the learners should have achieved by the end of the training period.
- Why will this information be relevant to the users?
In this, it is significant to mention that subject matter experts have a wealth of knowledge but this may be the case of too much of good things. Sometimes SME may end up being excited by a topic and their input into the issue may turn to be data dump thus leaving the interviewee with the hustles of struggling to find the right information (Schneier, Guthrie, & Olian, 2012). By, therefore, asking the SME of the importance of the area of concern at the onset of the collaboration, since this prepares the SME to share only the targeted and relevant information.
- What are learning and training objectives?
The only person who remains in a better position to gain the learning objectives is a passionate individual with the required content. It is, therefore, essential to determine that the discussions on the learning objectives has the capacity to help an interviewee extract valid information that can enable one develop clearly defined learning objectives that can motivate the learners. By knowing when and how they will achieve the end goals, the learners are therefore incentivized.
- Is there an approach through which progress can be measured?
The SME is in a capacity to reveal whether or not learner’s proficiency can be measured after the completion of the modules. In most times, the answers may be difficult to measure knowledge-based subjects. In case the information was behavioral, there are many approaches to measuring pure knowledge (Schneier, Guthrie, & Olian, 2012). However, there are many ways to assess the learner’s knowledge through the absorption through the use of tests, simulations and other tools of assessment. It is, therefore, important to consider asking the SME the right question through the creation of learning modules.
Justify the SMEs You Selected To Interview
Choosing the training consultant for CapraTek since it has been possible to collect and analyze qualitative data. The training consultant was selected since it was easier to get access and gather data in order to meet the time constraints of the training program. Before the interview, the acquisition of background information was significant and the potential SME was conducted. The interviews were conducted over the phone via questionnaires that were emailed before the interview (Schneier, Guthrie, & Olian, 2012). The information gathered will be then classified into a broad category or through some functional groups. Once the tasks are grouped together, the training will then be created to convey the relevant information needed.
The choice of the SME was influenced by the constraints of time, the limitations of finding SMEs to collect data from as a result of the history that has been existing on consortiums and the lack of a well structured position of this that is obtainable through the asking of formal and informal questions (Schneier, Guthrie, & Olian, 2012). Through the tailor making of answers by the SME, it will be essential to capture the skills and knowledge including the abilities to complete the training program.
The Training Program Objectives Based On The SME Interviews
As an approach aimed at improving the abilities of employees and performance within their job areas, there was a need to develop some clear and specific objectives for the program that was to be conducted (Schneier, Guthrie, & Olian, 2012). The goals of the training were quantified as a measurable goal that was essential during the process of evaluation. The objectives also acted as a guideline to the trainees on what will be expected of them after the program. The ideal program objectives have been divided into three main parts that include;
- Determining the conditions for performance improvement.
- Initiating the standards to be achieved.
- Terminal behaviors.
Conclusion
Training Needs Analysis (TNA) is a significant element for CapraTek since these remains the systematic training cycle and a process where human capital practitioners undertake in identifying the gaps that exist in employee knowledge. However, it is essential to note that the primary purpose of a TNA may have different meanings depending upon an organization and its people within the process, thus resulting in a misunderstanding of the expectations of what needs to be achieved (Schneier, Guthrie, & Olian, 2012). Before conducting training needs analysis, it is essential to evaluate the current skills of the staff within an organization, a factor that will help in figuring out those areas that require the most training. Through the use of a questionnaire, data can be gathered about the performance levels of employees. After collecting the information through the questionnaire, the results are therefore analyzed
References
Shipley, F., & Golden, P. (2013). How to Analyze and Address Your Organization’s Learning Needs. T+D, 67(3), 29-31.
Schneier, C. E., Guthrie, J. P., & Olian, J. D. (2012). A Practical Approach to Conducting and Using the Training Needs Assessment. Public Personnel Management, 17(2),191. https://journals.sagepub.com/doi/abs/10.1177/009102608801700208
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