Training Needs Analysis


Date: 05/06/2013

To have an effective training needs analysis conducted, you must enter into it with the aim to fully understand the needs of the organisation and its individuals. To put it bluntly, a half done analysis is like a half done marriage proposal – you don’t expect it to work.

From an organisational perspective you want to know the following things:
1. What is the vision for the business –
the overall plan, where are they going and as your conducting the analysis are you aware of this in the way your questions are asked.
2. What are the values –
What do they value, what does a quality team look like to the business, what are the drivers, are these clearly stated?
3. What is the current strategy –
current because strategy can change, it is fluid and adapts to the business needs in the current environment, is the strategy clear, concise, and to the point?

From an individual perspective you want to know the following things:
1. What do they do?
2. What do they know?
3. What don’t they know?

The following is an example of a training needs analysis questionnaire I used with a select group of individuals who are potentially interested in training as a supervisor.
1. Are you new to management or an experienced manager?
2. How long have you been managing others? ___years ___ month
3. What is your age range? 18-25, 26-35, 36-45, 46-55, 56-65, 66-Older.
3. Describe the tasks you currently regularly perform? list at least five.
4. What is your role within your organisation?
5. How many people do you manage?
6. What was your induction process like? What was effective, What didn’t work?
7. What do you think you need to know to do your role? List at least five technical and five soft skills.
8. Do you believe you need to improve as a manger?
9. What areas would you like to have support and/or training?


Training Needs Analysis


Tonight I reflect on my current approach to conducting a training needs analysis within my organisation. The process I have used such as surveys, one on one interviews, and course evaluations have been extremely helpful to identify where training is effective and where training can be invested to give the greatest return. It is this process that has always given me visibility of training across all the departments.

What I believe to be an area that I can improve is the creation of a standardised departmental training needs questionnaire. As mentioned above this is conducted through many different streams including surveys, and one on one interviews. However, standardising some of the questions to use could assist in a speedier and accurate training needs analysis.

When there is a need for a training needs analysis to be conducted, whether identified through a manager or employee, this questionnaire should be used to collect relevant information.

Training Needs Analysis Questionnaire:

The learning and development team is currently reviewing all training events to ensure they are meeting the objectives of the individual, department and the organisation. Your input will not only be of considerable assistance in collecting this information, but it will also assist in identifying additional training requirements. Please answer the following questions and return to the Learning & Development Manager.

1. List below the courses that are currently being conducted for you and/or your department, then indicate how satisfied you are with the results of each course. (1 = Not Satisfied, 2= Satisfied, 3 = Very Satisfied).
Training Course: Satisfaction:
…Induction…. 2
…Negotiation Skills… 1

2. List below any of your departments and/or specific training needs to improve current job performance.

3. List below any additional training that you or your employees require. Please rank in order of need.

4. List below any training requirements you believe will develop within the next year.

5. List below any other areas in which you believe training can be of assistance to you and your department/employees.

The five questions are likely to generate allot of interest and can be used to assist in one on one interviews. It is intended for managers within departments, however can be used for anyone within a small team. After all, it is the students that determine the need for training.

If the questionnaire is used effectively it will generate information on:
– How well the current training courses are meeting the business requirements
– How employees feel about the training and their own individual training needs
– Identification of additional training required
– Training requirements that maybe required in the future
– and, other areas where training can build competence.

Happy training,

Training Delivery


Date: 31/05/2013

What an amazing opportunity!

Lately I have been conducting training for warehouse employees about to embark on the use of SAP (Inventory management system) for their day-to-day use to record the goods coming in and goods going out. The changes this team have to undertake would be considered extreme to put it kindly. Systems, process, environment – you name it they are having it changed.

My reflection today is based on the awareness I have to advanced facilitation and the tools and techniques I am adopting into my facilitation. In particular the approach to delivery, pedagogy, for these adult learners.

This opportunity I wish to reflect on it the delivery of training over the three weeks before the change is ‘live’ and they must engage in it every day. The intention, as always, is to have the students competent enough to use the program so that they can still manage their key performance indexes (KPI) for stock coming in and stock going out.

I am determined to use my learning from the studies I am undertaking from RMIT to make this the best learning exercise for the staff involved. As you can see from the video I have aimed to incorporate problem based learning and behavioural exercises inside and out of the system to achieve the greatest impact. The determination of my chosen pedagogy from selected from a detailed training needs analysis and learning strategy.

Reflection on my facilitation would warrant to term ‘demanding’ as it takes allot of effort and input from myself as facilitator. However the excitement and results that this approach to facilitation achieves from the trainees demonstrates to me that I am approaching this learning correctly.

Happy learning,

Training Delivery


Date: 30 May

The Challenge – corrupt data, system able to be used for training to be covered, inpatient trainees, limited time.

Overcoming the the challenge – use of cards to understand the over view of the system. Trainees to use cards to put the step into order. purchased time to get the system to be fixed before applying the steps.

Overall, was very effective using a card system and group discussion to workout the correct order to complete within the system.


Training Delivery


Date: 29/05/2013

Today I delivered/facilitated to a group effected by the implementation of SAP. I was during this training that I was faced with the difficult situation of corrupt data and missing information that was to be used during the systems training. Below I describe the problem I faced in my learning environment and how I overcame this with a reflection on my own study of Vocation Education.

It was the most pleasant start to training for SAP or any other computer program. Terminals were setup, the room was welcoming, student notes, and facilitator guides greeted those that entered. However, one quarter into the training the we discovered that the training exercises that were planned had corrupt data or some of the data was missing. This had a large impact, or so I thought, on myself and the students.

Training Delivery


Date: 28 May 2013

Hi reader,

This reflective post is about the delivery of my training today to a group how are learning how to effectively use SAP (Telstra’s Spare Parts System). SAP is a computer program used to track inventory inside and outside of the warehouse. The groups where divided into two. One for the afternoon and one for the morning. There are differences within the groups as expected, and I must know as an advanced facilitator how to understand my audience and change my facilitation as and when needed.

One example of a challenge faced during my facilitation was one student with low language, literacy and numeracy skills. They also had limited knowledge of computers and computer systems. Upon a discussion with the student I uncovered that they were not comfortable with using a laptop to learn on, and the pace of delivery was a little fast from them.

With this understanding I immediately changed the learning resource from a laptop to a desktop computer and applied more of a behavioural pedagogy with this student. While the rest of the group where about to carry out task assigned, including problem based learning, I felt it would be best to deliver training focused around steps and results.

The content I was facilitating was explained, then demonstrated and carried out with clear instructions along the way. An example would be: step 1 look for stock to be sent, step 2 process stock to be sent, step 3 package stock to be sent. This gave a process that could be repeated over and over and over until an understanding was achieved.

This change in learning pedagogy for the student had a positive impact and resulted in a greater understanding at the end of the training session.

Happy training,

Training Delivery


Date: 27 May 2013

Today I delivered two training sessions for the implementation of SAP to warehouse employees involved in the day to day supply chain for Telstra’s inventory. It was the first in many facilitated session relating to the impending rollout of the system on the 17th July. Being the first facilitated session I was excited, nervous and anxious to get started and meet the group of individuals I would be working with.

I could reflect on many aspects of the training event and the events lead up to it, including the learning strategy, assessment methods/tools and how I chunked the learning into modules. I have chosen today to reflect on my facilitation and the challenges I faced in this delivery. Of all the challenges I faced, the largest was that some of the members had low language, literacy and numeracy skills with limited computer use over the last year.

Since Telstra decided to implement the SAP system, it was clear that our warehouse employees would be affected and their LLN (Language, Literacy, and Numeracy) / computer skill would be visible very quickly. With this knowledge I started the session with a written questionnaire about the current knowledge of the SAP program. This was to test their LLN and establish their current knowledge base of SAP. From the questionnaire it become apparent that the delivery and content to be covered would need to be altered for my audience.

Although I already had an understanding of my students prior to the training event, I still needed to alter the delivery to overcame the challenge of low LLN. This was handled with a focus on the physical process and aligning it to the steps needed within the system. This proved to be useful due to the fact that the training became relatable to them and their role.

Another method I used to assist in making the training relatable to my students was to incorporate another physical task, this time the task was a word map. Each student was given two cards representing a step in a process. Working together in a group of six they needed to order the cards (tasks) into the correct process. This exercise was ad-hoc and upon reflection its purpose was to assist in knowledge transfer from short-term memory, an idea that was generated from a discussion about cognitive pedagogy during my study of the Diploma of Vocational Education.

Summery: Although as a facilitator you may have a chosen favourite approach/pedagogy, your audience will ultimately determine your approach. What does success look like in learning & development, simply ask your audience.

Happy training,