childhope training cycle

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Training Cycle Management

Guidelines and Toolkit


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Contents

Foreword

Introduction to the Training Cycle

Part I : Training Needs Analysis

Part II : Session Planning

Part III : Training Materials Design and Development

Part IV : Training Delivery

Part V : Designing and Testing Evaluation Tools

Part VI : Writing Effective Training Analysis Reports.

Your feedback.

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Foreword

Training Cycle Management has been prepared by Angela Christiefor ChildHope as a guideline and toolkit for its project partners. It hasbeen designed to assist partners consider appropriate methodologies fortraining needs analysis, session planning, training materials design anddevelopment and effective training analysis report writing.

To achieve this, methodologies are presented within a Training Cyclecontext as set out in the Introduction to the manual. The text ispresented using a question and answer format and all sections aresupported by examples and tools to assist implementation. These arenot offered as ideals but as possibilities for application or adaptation. Asyou become more experienced as a trainer, you will no doubt developyour own style and notion of best practice that will take precedenceover the suggestions made here. This will be a good indicator of yourown development.

This has been produced for ChildHope by Angela Christie. Many of theideas included in this manual have been adapted from other sourcesand these are acknowledged at the end of the manual. We hope thatthe manual contributes to the strengthening of our partnerships,without which ChildHope would be unable to achieve its objectives.

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Introduction to the Training Cycle

This manual is based on the notion of training as a series of tasks that can be best managed inphases, represented below as six parts of a training cycle:

Part I : Training Needs AnalysisPart II : Session PlanningPart III : Training Materials Design and DevelopmentPart IV : Training DeliveryPart V : Designing and Testing Evaluation ToolsPart VI : Writing Effective Training Analysis Reports.

The Training Cycle

The Training Cycle

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TRAINING NEEDANALYSISPart I.

TRAININGSESSION PLANNING

Part II

TRAININGMATERIALS DESIGNAND DEVELOPMENTPart III

TRAINING DELIVERYPart IV

DESIGNING ANDTESTINGTRAININGEVALUATION TOOLSPart V

WRITING EFFECTIVE

TRAINING ANALYSISREPORTSPart VI


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Training is one of many possible approaches to capacity building a term of ambiguousmeaning, which might be understood to be any methodology which strengthens an individual ororganisations ability to perform well and meet its objectives. Thus capacity can be enhancedthrough a variety of means including better policy formulation, by working more transparentlywith partners, through more efficient financial management, or through mentoring andcoaching support to name but a few.

It follows, therefore that training is not always the answer to poor performance and its place inthe broader spectrum of possibilities is explored more fully in ChildHopes manual Organisational Assessment for Development Planning. However, the starting point for thismanual is that training represents an often valuable investment in people and can be animportant way to build capacity for development.

Within an organisational context, training focuses on human resource development to enablethe organisation to function better. This is because training contributes not only to a constantlyimproving staff but also because it improves motivation and the sense of being valued.

This manual does not represent an exhaustive analysis of when, if and how to train. Itsobjective is to present in an easy to read format a basic guide to the main processes associatedwith planning, running and evaluating a training session.

Part I offers guidelines and tools for exploring the gap between current and desiredperformance. It presents a five step guide to carrying out a training needs analysis (TNA)and offers suggestions on which methodology to use in order to conduct your TNA.

Part II explores the planning of a specific training session and includes guidelines onsetting objectives and content, identifying resources requirements and appropriatemethodologies and includes a pre-formatted example of how a session plan might look onpaper.

Part III considers the design and development of training materials and offers tips forwriting and for the preparation of visual aids.

Part IV summaries key elements of good (and bad) practice in training delivery. It ispresented in a do and dont format for ease of reference.

Part Vprovides instruction on the design and testing of evaluation tools and includes arange of tools for training evaluation at different levels from reaction to impact on performance.

Part VI explores the preparation of effective Training Analysis Reports, fitting training into

the wider organisational development strategy and suggests the use of pre-formatted reportsto avoid loose wording and omissions of key facts and findings.

At the end of the manual, you will find a space for your views on the manual. Please send theseto the ChildHope Head Office so that we may consider and possibly incorporate them in anyrevision we make to later editions.

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Part I

Training Needs Analysis

Training Needs Analysis: Guidelines

What is TrainingNeeds Analysis(TNA)?

A Training Needs Analysis or TNA is a systematic exploration of theway things are and the way they should be. These things areusually associated with individual or organisational performance. ATNA is conducted when an organisation has decided (ideally through awider OA process) as part of its own policy that training should beprovided for its staff members or may be a solution to its problems.

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Why do we carry outTNAs?

A TNA is the starting point for the decision about an intervention orinvestment in human resource development. A TNA is conducted toidentify training goals areas of knowledge or skills that trainingshould accomplish with learners in order that they can meetorganisational goals (usually in terms of a performance standard).Usually this phase also includes identifying when training should occur

and who should attend as learners. It makes sense to carry out a TNAto ensure that costs directly associated with training plus costs due toloss of work time are justified. It is tempting to overlook this questionof cost justification when money provided is done so through a grantmaking process. However, the questions of opportunity cost and lossof work time are very serious ones for organisations working withvulnerable people in development situations and so should never bedismissed lightly.

How is it done? One methodology is to follow five basic steps in carrying out a TNA:Step One: Perform a gap analysisStep Two: Identify priorities and importanceStep Three: Identify causes of performance problems and/or

opportunitiesStep Four: Identify possible solutions and growth opportunitiesStep Five: Present your findings

What needs to be inplace?

There are some basic supporting factors that will assist the process ofconducting a training needs assessment within any organisation andthat will also enhance its outcome: clear organisational and/or project objectives clear organisational and/or project strategies and structure accurate job descriptions clear standards of performance training and development policy and senior level commitment to it an organisational culture that values learning and does not view

training as an extra incentive or reward not necessarily related toorganisational need.

An organisational assessment process may determine theorganisational development needs associated with this list and woulditself contribute to the identification performance 'gaps' or needs.However, many NGOs will not have all these elements formally inplace nor be in a position to carry out a partial organisational

assessment. This should not stop you from conducting a trainingneeds analysis since often information on organisational goals,standards of performance, etc. exists informally.

As with other aspects of development the people with the needs arethe best qualified to define precisely what these needs are. Any needsanalysis that does not give a central role to those carrying out thework may result in poor decisions based on inaccurate information.

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Step One: GapAnalysis

A Stepwise Approach

The first step in gap analysis is to check actual organisationalperformance against objectives. There are two parts to this:

Current Situation determine the current state of skills,

knowledge and activities of staff members in the context oforganisational goals and constraints. (established throughorganisational assessment)

Desired Situation this analysis focuses on the necessary jobtasks/standards as well as the skills, knowledge and abilitiesneeded to accomplish these successfully. We must distinguish inthis between actual and perceived needs.

The gap between the current and desired situation will identify theorganisational development needs. Remember that developmentneeds are not necessarily met by training. You will need to distinguish

between the 'gap' resulting from OD requirements and the gap thatcan be filled through training. The essential question to answer iswhether you believe that current problems can be resolved orsignificantly reduced by training or whether a broader organisationaldevelopment response (e.g. restructuring, change in promotion policy,etc.) is required.

If training appears to offer the solution, then it is important toremember that there may be a number of reasons why training gapsexist or emerge within organisations; not all of them are negative.

There may be problems in the organisation due to a lack ofknowledge or skills. This may result in delays in completing work,frequent errors, reports of dissatisfaction, unclear operationalprocedures or high absenteeism.

Impending change such as new processes and equipment, outsidecompetition or changes in staff may bring about a need forcapacity building through training.

Opportunities that might be gained by taking advantage of newtechnologies, training programmes, consultants or suppliers maypresent themselves. Failing to respond to opportunities may leadto low morale, lack of motivation, high turnover of staff and ageneral reluctance to take part in planning and decision making.

There may be strengths that can be built upon (we should neverconfine ourselves to reacting to organisational weaknesses alone)

A strong and learning organisation constantly recognises newdirections and new levels of performance that could be achieved.

There may be mandated training based on policies ormanagement decisions that require implementation

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It is usually best to use multiple methods of training needs assessmentto get a true picture of what is needed. There are several basic needsassessment techniques:

looking at the results of previous needs assessments direct observation in the working environment

questionnaires consultation with persons in key positions and/or with specific

knowledge review of relevant literature interviews focus groups tests records (employee files or personnel records; job descriptions)

and report studies and work samples.

The Training Needs Assessment Decision Aid and notes onquestionnaires, interviews and focus groups included at the end ofPart I should help you consider how best to collect information. Theyare presented as Tools for TNA.

When you have decided on the most appropriate strategy foranalysing training needs, the next step will be to sequence andschedule the tasks and agree who will do what. It is important torecord these decisions in a simple, clear and easily shared way. A tasklist is usually enough.

Needs Analysis Strategy : Task List

Key Tasks Co-ordinator Start Date Deadline

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Step Two: IdentifyPriorities andImportance

Once the list of training needs has been identified it must be examinedin the light of organisational goals, realities and constraints. We mustdetermine if the needs are real, if they are worth addressing andspecify their importance and urgency. For example:

Objectives: how much of an impact does the unmet need have uponthe individuals or organisations ability to meet its objectives?Cost-effectiveness: how does the cost of the problem compare withthe cost of the proposed solution?Legal mandates: are there laws requiring a solution?Executive pressure: does top management expect a solution?People: are many or key people involved?Customers/clients/beneficiaries: what influence is generated by clientexpectations?

If some of our needs are of relatively low importance, we would do

better to devote our energies and resources to addressing otherhuman performance problems with greater potential impact and valuein terms of organisational objectives and client (beneficiary) need.

Step Three: IdentifyCauses ofPerformanceProblems and/orOpportunities

This step requires more detailed investigation of people, their jobs andthe organisation to determine: are people doing their jobs effectively? do they know how to do their jobs? whether anything has changed recently that might be affecting

peoples performance whether it is possible to compare best and worst performers to

find the difference in what they achieve and their ways of work.

At the end of this step, you should have developed a strong feel forhow the problems you have identified present themselves and why theproblems you have identified exist.

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Step Four: IdentifyPossible Solutions andGrowth Opportunities

If people are not doing their jobs effectively because of a lack ofknowledge or skills, technical training may be a solution. In thesecases, a training programme can be devised to fill the knowledge/skillsgap. However, there may be many other reasons why people are notworking effectively unclear expectations, insufficient feedback, lackof incentive or adverse working conditions. These are all management

problems that can only be improved by management changes.Appropriate training may help meet these needs, for example throughorganised "participatory change forums". However, never assume thattraining is the solution to underperformance.

Broader organisational development activities or strategies involvingmore than training may provide solutions when the problem within anorganisation is associated with a need for systematic change over aperiod of time. These strategies may include facilitated processessuch as strategic planning or team building or other interventions suchas restructuring.

If a decision has been made to address a gap in performance throughtraining or facilitation, further action will be required to define exactlywhat improved performance would look like. Performance is oftendiscussed in very general terms but it helps everyone if you can be asprecise as possible about what is expected as an outcome of training.

This consideration of the performance outcome of training is almostalways overlooked.

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Step Five: PresentingYour Findings

Use your collected data in proposing solutions and to provide feedbackto everyone who was involved in providing information. This isimportant if everyone is to buy into any proposed training. Youshould be able to justify your decision that training, for example, is theright solution to the performance gap by reflecting upon theinformation you gathered during the needs assessment process.

Remember to highlight the differences between the costs of notresponding to the need, with the costs of conducting programmes tochange the situation.

Findings should include a summary sheet for ease of future reference.This summary sheet should include as a minimum: name of organisation for which a TNA was conducted name of consultant/assessor/staff member conducting the TNA date and duration of needs assessment individuals and/or groups consulted main methods used main findings recommendations and proposed timetable

When the findings summary sheet is filed by administrative staff withinthe office, it should include a note on which recommendations weretaken forward. A proposed format for the summary sheet is presentedas part of the Analysis Report Template at the end of this section.

It will be the responsibility of whoever reviews the Needs Assessmentto determine whether the recommendations made should be followed.At this stage it is important to consider the full range of factors thatcan affect performance. The checklist provided at the end of thesection on TNA Tools can help in this regard.

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Tools for

Training Needs Analysis

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Tool 1 : (Training) Needs Assessment Decision Aid

The "Needs Assessment Decision Aid" is a tool designed to help you select the best method (ormethods) for collecting information during needs assessment. There are three primary

information collection methods described in this tool: focus groups, interviews, andquestionnaires. Each has advantages and disadvantages. The Needs Assessment Decision Aidincludes a list of questions that should assist you in selecting the preferred method ofcollecting the needs assessment data you desire. Of course, if personnel, temporal, andfinancial resources permit, it is sound policy to use two or three methods to collect needs dataso as to "triangulate" your findings.

Questionnaire: is a paper document that presents a set of questions to which a person responds, can be anonymous or the person responding can identify him or herself in some way,

can be mailed to the respondent directly or indirectly (some questionnaires are sent tospecific people by name; others are sent to types of people - such as everyone at aparticular level within an organisation or everyone doing a particular type of job e.g. fieldstaff - without identifying specific individuals),

can have several different types of questions, e.g., multiple choice or open-ended, can vary in length, but should rarely take more than fifteen to thirty minutes of a person's

time.

Interview: is a set of questions (sometimes called a protocol) that is asked by one person to another, can be conducted face-to-face in person, over a telephone, or via e-mail, can be anonymous or the person being interviewed can identify him or herself in some way,

can have several types of questions, although generally open-ended questions arepreferred,

can vary in length, but should rarely take more than an hour of a person's time.

Focus Group: is a set of questions that is asked by one person to a small group of people, is usually conducted in person,

can vary in size, although four to eight people are considered optimal, can be anonymous, but often the people in the focus group are identified either formally

(first and last names) or informally (first names only), can vary in length, but should rarely last more than two hours.

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Needs Assessment Decision Aid

Answer these questions to help yourself arrive at a decision regarding the type ofinstrument you will use to collect needs assessment data:

1. Is anonymity of the respondent important?If YES, go to question 3.If NO, go to question 2.

2. Is the ability to ask new, unanticipated questions important?If YES, go to question 4.

If NO, go to question 3.

3. Do you need the information right away (in less than two to four weeks)?If YES, go to question 7.If NO, you should use a mailed questionnaire that can be returned anonymously by therespondents.

4. Is it difficult to meet with the respondents face to face?

If YES, you should use a telephone or e-mail interview.If NO, go to question 5.

5. Can the respondents give you more than sixty minutes of their time?If YES, you should use a focus group.If NO, go to question 6.

6. Can the respondents give you as much as thirty minutes of their time?

If YES, you should use a person-to-person or telephone interview.If NO, go to question 7.

7. Can respondents be reached via e-mail or fax?If YES, you should distribute a questionnaire via e-mail or fax with instructions on howthe respondents can respond anonymously.If NO, you should use a mailed questionnaire that can be returned anonymously by therespondents. You may have to use express mail/courier services both ways to speedup the process.

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Tool 2 : Needs Questionnaire

A questionnaire is one of the three primary ways of collecting needs assessment information.The other two ways are interview and focus group.

Some of the advantages of questionnaires are:

1. Questionnaires are especially useful when the respondents must remain anonymous. Theycan be distributed and returned in ways that make respondents feel confident that theiridentities will remain secure.

2. Questionnaires can be an efficient means of collecting information from the point of view ofthe respondents. Questionnaires should be as brief as possible, ideally so that respondentsspend no more than fifteen to thirty minutes completing them.

3. Different forms of questionnaires can be distributed to different audiences. This strategy isparticularly useful when you have a large pool of potential respondents and a lot ofquestions to ask about the audience. Through a process called "matrix sampling" you canask some of the respondents to respond to one part of the questionnaire and otherrespondents to respond to another part of the questionnaire.

4. There are many different types of questions that can be included in a questionnaire,including:

a. open-endede.g. what are the main difficulties you face in working with older children in this Centre?b. multiple-choicee.g. Which is your preferred method for improving your own skills?__ formal training__ facilitated discussion__ one to one mentoring__ accompanying more experienced staff

__ trial and errorc. ratings or rankingse.g. Rank order the following sources from 1 (most effective) to 5 (least effective).__ formal training__ facilitated discussion__ one to one mentoring__ accompanying more experienced staff__ trial and errord. Likert-scalee.g. My preferred way of improving skills is through formal training. __Strongly Agree __Agree __No Opinion __Disagree __Strongly Disagree

Some of the disadvantages of questionnaires are:1. Questionnaires are relatively easy to design, but good questionnaires represent a significant

investment in time and expertise to prepare.2. Questionnaires can take considerable time to distribute, process, analyse, and report.3. Questionnaires are not as flexible as interviews or focus groups. The latter permit the

exploration of unanticipated issues whereas questionnaires usually only provide informationdirectly related to the specific questions included in them.

4. Many people are reluctant to respond to questionnaires and response rates of forty percentor lower are not unusual.

5. Generally, only a very small percentage of information obtained through questionnaires(


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EXAMPLE QUESTIONNAIRE 1 : ORGANISATIONAL DEVELOPMENT(for an organisation working to support Child Rights)

Confidential

STAFF QUESTIONNAIRE

As you probably know, we are developing a development plan based upon your viewsabout what really needs in order to perform more effectively. Werequest your completion of this questionnaire to help us learn more. The informationyou and others provide will assist us in our continuing effort to provide appropriate andmeaningful support.

Your answers will be handled in the strictest confidence. Your answers will betabulated with those of others to determine needs and priorities. Your name is not

entered on the questionnaire. Thank you for your time and assistance.

I. BACKGROUND

1. What age group do you fall within?

16-19 20-24 25-29 30-34

35-39 40-45 45-49 50-54

55-59 60+

2. How long have you been working with ?

0-1yrs 1-2yrs 2-3yrs 3+ yrs

II. VALUES BEHIND WORK

3. What is your main reason for doing this work?

Child rights activism and engagement

Development / help others

Own experiences of issues

By chance

Other please explain

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4. What do you think are the key values this organisation supports?

5. Do you think it is important to have a childs rightsapproach/understanding of the work and addressing young peoples needs?

Yes

No

Don't know

III. WORKING CONDITIONS

6. Please rank your experiences of your work environment.

Workspace / office

Furniture / equipment / tools

Work load stress

Working environment in

relation to other employees

Support in your work fromother employees

Support in work from leadership

Training

Supervision (individual and group)

7. In your opinion, what has been the most important training provided by?

IV: WORK CARRIED OUT

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Rankings

0 Dont know1 Very bad2 Poor3 Not very good4 OK / acceptable5 Good

6 Very good7 Excellent


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8. In your opinion, what are the most effective forms of support provided by yourorganisation to those it has been established to support?

9. What are the most significant difficulties (if any) you face in your work with theclients/beneficiaries of ?

V. ORGANISATIONAL ASSESSMENT

10. Please rank your opinion of your organisation with regard to the following:

The administrative system( paper work supporting your work)

The financial system(budgeting & financial recording)

The learning and planning system(monitoring learning and reporting capabilities)

Information sharing(communication, internally)

Fundraising(proposals to secure resources)

Decision-making system(including management and leadership)

The Personnel system(recruitment and appraisal etc)

Networking(staying in touch with other organisations)

Accountability system(staff held accountable for use of resources)

VI. THE FUTURE DEVELOPMENT OF

11. In your opinion, what are priority areas of work for today?

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Rankings

0 Dont know

1 Very bad at it2 Poor3 Not very good

4 OK / acceptable5 Good6 Very good7 Excellent


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12. In your opinion, what are the types of work that should be discontinued?

13. In your opinion, are there any other types of work that should be undertaken?Please specify.

VII. PERCEPTION BY OTHERS

14. How do you think is perceived by local/national government?

Give evidence or examples if possible.

15. How do you think is perceived by other NGOs and CBOs workingin the area and/or on similar issues? Give evidence or examples if possible

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16. Please share with us any other comments you have about your work with thisorganisation or about this questionnaire.

THANK YOU

This questionnaire is part of the baseline assessment of each of ChildHope Partners.Staffs opinions about their work and their overview of their organisations will be

recorded and compared in the first, the third and the fifth year of the programme. Thepurpose is to monitor changes over the period. In addition the comments will beincorporated in ongoing annual discussions around programme development and

capacity building at the NGO, country and regional levels.

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EXAMPLE QUESTIONNAIRE 2 : TRAINING

As you probably know, we are developing a new training program based upon yourviews about how we can best improve the skills you need at work. We request yourcompletion of this questionnaire to help us learn more about your training andinformation needs and preferences. The information you and others provide will assistus in our continuing effort to provide better training.

Your answers will be handled in the strictest confidence. Your answers will betabulated with those of others to determine information needs, usage patterns, contentrequirements, format preferences, and overall quality. You are not required to put yourname on this questionnaire. Thank you for your time and assistance.

1.To help us evaluate your answers, please indicate by checking.....a) your work experience.

__ 1 year or less __ 5 to 9 years __ 2 years __ 10 years or more__ 3 to 4 years

b) time employed by this organisation. __ 1 year or less __ 5 to 9 years __ 2 years __ 10 years or more

__ 3 to 4 years

c) your primary activity.__ Manager__ Supervisor__ Administrative Officer__ Child-care worker__ Field Worker__ Service staff (maintenance, kitchen etc)__ Other (please specify) ________________________________________

2.When you need to develop a new skill, what are your preferences?Rate the following from 1 = "most preferred" to 8 = "least preferred. Leave blank anyinformation sources that you do not use at all.

__ Formal training __ Self-study __ Group discussion __ Trial and error __ One-to-one mentoring __ Conferences and seminars __ Working alongside more skilled staff __ Other (please specify)____________________________________________________________________________________________________________________________________________

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3.Using the following scale, evaluate the usefulness of the following learning processes:Very Useful.............Not Useful5 4 3 2 1

__ Formal training __ Self-study __ Group discussion __ Trial and error

__ One-to-one mentoring __ Conferences and seminars __ Working alongside more skilled staff __ Other (please specify)____________________________________________________________________________________________________________________________________________

4.Consider the training programmes that you think have been a success. What makesthem appealing to you?

5.Consider the training programmes that you think have failed or achieved very little.Why were they so ineffective?

6.Using the following scale, evaluate the training programmes that you have had here.Excellent........................Poor5 4 3 2 1

Title of Training Evaluation (Excellent = 5 Poor = 1

7.What are the best aspects of the training offered here?

8.What are the worst aspects of the training offered here?

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9.How would you improve the training offered here?

10.What other feedback would you like to provide to training developers?

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EXAMPLE QUESTIONNAIRE 3 : STREETWORK

The following information will be used as part of a Training Needs Analysis. The information isnot an assessment of you as an individual worker. It will be used to develop material most

appropriate to your needs.

Please provide as much detail as possible in the space provided. Remember thereare no right or wrong answers!

_____________________________________________________________________________

_

Name

Age

Work experience in the past 2 years

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

___________________________________________________________________________________________________________

Current Job Title.

1. What do you consider to be the main risks to children on/of thestreets?___________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2. What do you think street children need most?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What skills do you need for street work?

____________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What personal qualities do you need?

______________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What support as a worker do/would you need to work on the streets?

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____

_____________________________________________________________________________

_____________________________________________________________________________

________________________________________________________________________________

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6. What are your fears about doing street work?

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

______

7. What would help to reduce these fears?_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________

8. What do/would you enjoy most about street work?

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

______

9. What I want to learn through training about being an effective Street Educator.

a

bcde

Thank you for your co-operation.

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Tool 3 : Needs Focus Group Protocol

Conducting a focus group interview (or a regular interview or questionnaire) is a type ofsurvey activity. Conducting a survey should be done systematically. The overall steps

in the survey process are:

a. Organise the survey team or decide who will be involved in the needs assessment.b. Determine the survey goal what do you want to find out about?c. Select a representative sample.d. Generate the questions these will vary according to the survey goal.e. Construct the instrument (questionnaire, interview protocol, or focus group

protocol).f. Test the instrument if possible and make sure that all those who will use it

understand how.g. Administer the instrument.h. Analyse the data.i. Share and use the results.

The following protocol is designed to help you conduct a focus group interview. Focusgroups may be conducted at anytime during the Needs Assessment. For example, oneor more focus group interviews may be conducted after you have collected somegeneral data about needs with a questionnaire. Focus groups allow you to explore

information needs and preferences in more detail than can be obtained with aquestionnaire, plus they have some advantages over one-on-one interviews. Focusgroups are sometimes used instead of one-on-one interviews because you can get moreinformation from a group in a shorter period of time and check the reliability of theinformation at the same time.

Focus group protocols consist of a set a primary questions and a set of secondaryquestions designed to get others in the focus group to either confirm or disagree withthe first respondent's answers. It is recommended that two people conduct a focusgroup interview with groups of six to eight people. One of the interviewers will serve asthe moderator, asking the questions and encouraging others to speak. It is crucial thatthe moderator build an atmosphere of sharing among the group members so that oneor two people don't dominate the discussion. A warm personality and an ability to buildconfidence and trust often contribute significantly to the success of a focus groupdiscussion.

The other interviewer is primarily charged with taking notes. A challenging aspect ofany type of interviewing is capturing what is said. One option is to have the interviewsrecorded and then have the interview transcribed later, although most people find

recording off-putting. Focus groups generally last from 30 minutes to two hours.

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SAMPLE FOCUS GROUP PROTOCOLTalking about Training

(The questions below relate to a discussion on training experiences and are presented only asan example of the primary/secondary questions process).

1.When you joined this organisation, what types of training programmes wouldhave been most useful to you?Do you agree with that?Do you feel that way too?You look like you disagree with what was just said. Do you?Is that really the way it is?

2.What have been the most useful training courses or types of information in atraining programme that you received/experienced here or before you came here?

Do you agree with that?How do you differ in your views?Do you feel that way too?You look like you disagree with what was just said. Do you?Is that really the way it is?

3.How do you really learn your job or task?Do you agree with that?Do you feel that way too?You look like you disagree with what was just said. Do you?Is that really the way it is?

4.How would you improve the training provided here?Do you agree with that?Do you feel that way too?You look like you disagree with what was just said. Do you?Is that really the way it is?

5.What other information would you like to provide to the developers of traininghere?Do you agree with that?Do you feel that way too?

You look like you disagree with what was just said. Do you?Is that really the way it is?

In this example, the follow-up questions follow the same format but in reality they may bedifferent each time. The golden rule is that you should work out what it is you wish to askcarefully before you begin and follow up any opportunities presented during the discussion tofind out more.

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Tool 4 : Needs Interview Protocol

The following protocol is designed to help you interview employees, supervisors, managersetc. about their needs related to their job or task. Often, this type of interview is conductedafter general data about needs have been collected with a questionnaire. Interviews allow youto explore needs and preferences in more detail than can be obtained with a questionnaire.Alternatively, interviews are sometimes used instead of questionnaires when time does notpermit you to distribute questionnaires to a larger sample of people.

Interview protocols consist of a set a primary questions and a set of probing or secondaryquestions that are associated with each primary question. You should ask the primary questionfirst and give the interviewee sufficient time to respond before asking a probing question. Youshould continue to ask probing questions until you are satisfied that the interviewee has givenyou as much information as you are likely to get related to the specific topic. Then, you moveon to the next primary question and repeat the process. (There may also be a set of briefquestions about the background of the interviewee.)

One of the most challenging aspects of interviewing is capturing what an interviewee tells you.Of course, you may wish to have interviews recorded and have the interview transcribed later.However, many people are intimidated by recorded interviews and the logistics of recording canbe difficult and awkward, especially for telephone interviews. An alternative approach is to takenotes during the interview and then to write out longer interpretations of the responses verysoon after the interview is over. On the other hand, taking notes during an interview is a skillthat must be developed and practised over time, so that it doesnt divert you from the primaryrequirement that you create good rapport with the person you are interviewing.

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SAMPLE INTERVIEW PROTOCOLFinding out about Computer Skills

1. Background Information:Interviewee's computer experience.__ 1 year or less __ 5 to 9 years__ 2 years __ 10 years or more__ 3 to 4 years

Interviewee's job experience.__ 1 year or less __ 5 to 9 years__ 2 years __ 10 years or more__ 3 to 4 years

Interviewee's position.__ Manager __ Service Support Staff __ Supervisor __ Administrative Officer

__ Carer __ Other (please specify)__ Field Worker _____________________

2. Within your current job, what types of computer programs do you use and whatkind of training is most useful to you? Are books and manuals very useful? Why or why not? Are videos very useful? Why or why not? Is printed documentation very useful? Why or why not? Is on-line documentation very useful? Why or why not? Are on-line tutorials very useful? Why or why not? Are training seminars very useful? Why or why not?

3. What are the most useful types of information in a training program? Is set-up and installation information useful? Why or why not? Is operational information useful? Why or why not? Are tutorials useful? Why or why not? Are practical exercises useful? Why or why not? Is a glossary useful? Why or why not? Are references useful? Why or why not? Is an index useful? Why or why not?

4. How do you really learn about tasks such as using a new computer program?

What kind of formal ways do you learn about new programs? What kind of informal ways do you learn about new programs? How long does it take you to feel comfortable with a new program? What resources do you prefer to keep for a long time? What types of resources do you refer to when you have a problem?

5. How would you improve the training offered here? Would you prefer more training? Would you prefer less training? What other features should be included in training here? What features should be eliminated from training here?

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Tool 5 : Job/Content Analysis Tool

If your training programme is intended to train people for a specific job you might conduct a job analysis or job content analysis. These are key tools for analysing training and

development needs

Instructions:

1. The Job/Content Analysis tool will help you collect and organise information regarding thenature of a specific job or specific content or subject areas within a job. It involvessystematically examining jobs to determine the tasks performed, the working conditions,responsibilities and the abilities required.

Begin by clarifying the objective you wish to achieve.

2. Information collection for the Job/Content Analysis can be conducted in several ways, e.g.,observations, interviews, or analysis of existing documents. It is usually appropriate tocollect information for an analysis in several ways. You may want to gather informationabout:

who does the work what is actually done what are the essential tasks why these tasks are performed

how tasks are performed what equipment, tools, materials are used how tasks relate to tasks within other jobs what are the jobholders responsibilities towards other people in what conditions is the work carried out the standard of performance for each task abilities required to carry out the task

3. A Job/Content Analysis is an important process. However, it is difficult to know when youhave done enough, especially with respect to content analysis for a large subject area. A

good rule of thumb is to continue the Job/Content Analysis until you feel you have specifiedthe most important aspects of the job or content being analysed.

4. If several members of staff hold the same position/job title, then it might be useful toestablish the job profile during a first interview, then to corroborate findings or dig deeper insubsequent interviews with other individuals holding the same post.

5. Although pre-formatted forms are provided on the following page, you might develop asimpler version to record main tasks targets and training needs only.

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JOB/CONTENT ANALYSIS TOOLS

JOB ANALYSIS

Job Title:

Description of the Job:

Tasks Standards forPerformance(i.e. by whichtargets willperformance bejudged)

Requiredabilities

Conditions ofPerformance(i.e. what are themain constraints/facilitators of goodperformance?)

Training anddevelopmentneeds

CONTENT ANALYSIS

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Subject Area Title:

Content Description(how this subject presents itself within the job)

Tasks Standards for

Performance(i.e. by whichtargets willperformance be

judged)

Required

abilities

Conditions of

Performance(i.e. what are themain constraints/facilitators of goodperformance?)

Training and

developmentneeds

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Tool 6 : Report Template

Just as it is important to conduct a good needs assessment, it is also essential to report thefindings in a clear, concise manner that decision-makers can understand and use. TheAnalysis Report Template tool lists the major topics that should be included in a needsassessment or task analysis report. The formality of the report will depend upon the size and

scope of the assessment and the nature of your relationship with the client. It is easy to get socaught up in the analysis phase of a training needs assessment that there may not be enoughtime for the equally important design, production, and evaluation phases associated with goodtraining. On the other hand, the clearer and more accurate your analysis, the more likely it isthat the training programme that follows will be focused on the real needs of the client andthereby be successful.

ANALYSIS REPORT TEMPLATE

i. Executive Summary: This section presents an overview of the analysis findings in a

format that allows decision makers to make important decisions effectively and efficiently.

A summary sheet is particularly useful and has been described above in the TNAGuidelines. A suggested format for such a summary sheet is provided on the followingpage.

ii. Introduction: This section introduces the major sections of the report as well as the

primary people involved in conducting the analysis and producing the report. The client isalso clearly identified.

iii. Background: This section describes any information which is needed to provide the

reader with an understanding of the background for the analysis, e.g., who initiated it andwhy. Include the results of any former training needs analysis and summary of trainingexperience to date.

iv. Purposes: This section describes the purpose(s) of the analysis. For example, a needs

assessment might be done to detect training or education needs that are not being met byexisting programmes. Or a needs assessment might be done to confirm the existence ofneeds or clarify the nature of needs that others have perceived.

v. Limitations: This section spells out any limitations to the interpretation and general

ability of the analysis. It should also describe threats to the reliability and validity of theinstruments (e.g., questionnaires, interview protocols, or focus group protocols) used in theanalysis.

vi. Questions: A key element of an effective analysis is careful specification of the questions

to be addressed by the analysis methods. The clearer and more detailed these questionsare, the more likely that you will be able to provide useful answers to them. It is usually agood idea to collect needs assessment data in several ways from several sources, especially

in projects that are quite costly.vii. Methods: This section describes the analysis techniques used such as observations and

surveys. Step-by-step descriptions of what was done should be provided.viii. Sample: This section describes the staff, trainers, and other personnel included in the

analysis.ix. Instrumentation: This section describes all the instruments and tools that were used

during the analysis. Copies of the tools should be included in the Appendices.x. Results: This section spells out the findings. Graphs, charts and diagrams should be used

wherever they are appropriate.xi. Recommendations: This section presents recommendations based upon the findings

report in the previous section.

xii. References: This last section lists the sources reviewed or consulted during the analysis.

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Analysis Report Summary Sheet

Partner: Consultant/Assessor

Date of TNA Duration of TNA: Individuals/groups consulted:

Methodology:

Main findings:

Proposed activities: Timetable: For administrative purposes

Approved/Notapproved

Date

(Revised)

1.

2.

3.

etc.

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Tool 7 : TNA Report: Checklist

It is easy to assume that training will solve any performance problem but all too often itdoesnt. For those who need to make decisions about the allocation of scarce resources, thefollowing checklist may help the analysis of whether the TNA report being assessed has really

identified a performance gap that can be filled by training.

In many cases it may be that a combination of factors is affecting performance anda combination of interventions may therefore be needed to improve performance.Often too much reliance is placed on training while other interventions which havea significant impact on performance are neglected. This checklist has beendesigned to help you consider whether the needs assessment report covers allfactors undermining performance within the organisation studied.

1. Work context.

Are the objectives of this organisations project or programme of work clearly understood bythose involved?How are the objectives to be achieved?Do people understand how their work is intended to benefit the community they serve?

2. Work descriptions and standards.

Are the roles and functions of staff members fully understood?What is the purpose of these roles?What quality/quantity of work is expected?Do accurate job descriptions and agreed performance standards exist?

3. Required abilities.

What specific knowledge, skills, attitudes and experience are needed to undertake the work/jobinvolved in the job descriptions, roles and functions?

4. Lack in abilities or something else?

Is any performance gap due to a lack of ability or something else (could the work be done if itreally had to be?)?Are workers over-qualified, bored?

5. Potential to develop.

Do the people concerned have the potential to develop in the way implied by therecommendations made?Do they have the basic physical and mental attributes for the work?

6. Job design

Does the way the job is organised help or hinder effective performance?Is there enough time for people to do the tasks?Would these tasks be better undertaken by someone else?

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7. Working environment

Is the physical environment suitable?How cohesive is the team?How understanding and supportive is the management?

8. Does performance matter?

How motivated are people?Are people able to take pride in their work?Is there a positive outcome for performing well/appropriate incentives?Is there an undesirable outcome when performance is poor/disciplinary procedures?

8. Other obstacles

What other factors may be constraining performance?What is the effect of current salaries and terms of employment?

Are the resources for the work available?Could distractions or interruptions be reduced.

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