Training Needs Analysis
Training needs analysis:
The purpose of a training needs analysis is to determine whether there are any performance gaps among groups or individuals. A performance gap is the disparity between the actual performance standard and the desired performance standard. This process helps to identify the missing knowledge, skills, or attitudes.
Tovey and Lawlor (2008, p. 101–2) state that a training needs analysis:
- collects information on the skills, knowledge, and feelings of the performer
- collects information on the job content and context
- defines the desired and actual performance in useful detail
- involves stakeholders and builds support
- provides data for planning.
Clinical educators may base their approach to teaching on unconscious analysis of desired outcomes and observed performance gaps from their own experience. Although this approach often has relevance, it may miss important contributors to the performance gap. A formalised assessment of the performance gap and training needs analysis should identify all components necessary for the ideal outcome, and in particular which are suitable for inclusion in a training or education program.
There are three levels of training needs analysis (Tovey and Lawlor, 2008, p. 113):
- organisational analysis
- job-based analysis
- individual analysis.
Organisational analysis
This relates to the needs of the organisation as a whole, identifying where training should be provided to achieve organisational goals, objectives, targets, and business plans. This level views training needs in terms of what the organisation needs.
Job-based analysis
This relates to the needs of specific jobs within the organisation, and uses information about jobs to develop standards of performance. It is also used to identify the necessary skills, knowledge, and attitudes to achieve the required performance. This level views training in terms of jobs that make up an organisation.
There may be pre-identified learning objectives for the program that are based on job requirements. These are likely to reflect the core knowledge, skills, and behaviours that are considered necessary for competent job performance.
Individual analysis
Conducting a learner needs assessment is an essential component of designing an effective educational session or program. Adults learn what is important to them and are thus likely to engage more with a program centred on their needs. This consultation also signifies respect for the learner and is more likely to motivate them to become actively involved in the session.
It models the theme of self-directed learning that encourages learners to identify gaps in their knowledge or practice though reflection.
