needs analysis for workplace sfl. aim to enable participants to make an informed choice of suitable...

Needs Analysis for Workplace SfL

Aim

to enable participants to make an informed choice of suitable methodology for workplace Skills for Life needs analysis

Overview

Effective practice model Skills-checking, initial and diagnostic

assessment Case study – LB Barking and Dagenham Needs interviewing activity Break ca.11.20 Lunch 13.00

An effective practice model

Survey managers’ views of needs Survey unions’ views of needs Carry out employee training needs survey Produce training needs report

Aims of needs analysis

Identify specific goals – vocational / SfL Raise awareness – managers and

employees Reach least confident / motivated

employees Work with providers to develop relevant

programmes

Identifying employees’ SfL needs SfL confidence-checking (screening)

Refer to provider for Initial assessment Diagnostic assessment

SfL confidence-checking (screening) Short – usually around 15 mins Helps find out whether someone might

have a literacy, language or numeracy need

Checking confidence to identify employees with SfL below Level 2

Initial assessment

Usually takes about 30 minutes Maps learner’s skills against a level or

levels within national standards Helps allocate learners to appropriate

programmes Training needed to carry out / interpret

results

Diagnostic assessment

Takes several hours, usually over period of time during induction or in early stages of training programme

Much more detailed learner profile on skill levels – spiky profiles

Informs individual learning plans and provides evidence for suitability of training

Carried out by trained specialist

Possible sensitivities Will make jobs less secure Don’t need any SfL training as are OK at

their job Will be seen by others as being ‘stupid’ Identified as the cause of inefficiency in

the organization Do not want to repeat negative

experiences of school or other training

Overcoming sensitivities Voluntary and confidential, supportive

rapport Involve ULRs Do not ‘single out’ individuals or small

groups Take place during the employees’ working

hours Explain clearly purpose and benefits

Overcoming sensitivities

Do not require employees to answer questions

Use appropriate, non-technical language Encourage employees to identify own

development needs and goals Provide an interpreter where necessary