A Needs Assessment is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance (1).
WHY design and conduct a Needs Assessment? We need to consider the benefits of any intervention before we just go and do it:
* What learning will be accomplished?
* What changes in behavior and performance are expected?
* Will we get them?
* What are the expected economic costs and benefits of any projected solutions?
We are often in too much of a hurry. We implement a solution, sometimes but not always the correct intervention. But we plan, very carefully and cautiously, before making most other investments in process changes and in capital and operating expenditures. We need to do the same for Human Resource Development.
The largest expense for HRD programs, by far, is attributable to the time spent by the participants in training programs, career development, and/or organization development activities. In training, costs due to lost production and travel time can be as much as 90-95% of the total program costs. Direct and indirect costs for the delivery of training are about 6% of the total cost, and design and development count for only about 1-2% of the total (2). Realistically, it makes sense to invest in an assessment of needs to make sure we are making wise investments in training and other possible interventions.
FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT:
Step 1. PERFORM A "GAP" ANALYSIS.
The first step is to check the actual performance of our organizations and our people against existing standards, or to set new standards. There are two parts to this:
* Current situation: We must determine the current state of skills, knowledge, and abilities of our current and/or future employees. This analysis also should examine our organizational goals, climate, and internal and external constraints.
* Desired or necessary situation: We must identify the desired or necessary conditions for organizational and personal success. This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish these successfully. It is important that we identify the critical tasks necessary, and not just observe our current practices. We also must distinguish our actual needs from our perceived needs, our wants.
The difference the "gap" between the current and the necessary will identify our needs, purposes, and objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may be useful in providing solutions: (3)
* Problems or deficits. Are there problems in the organization which might be solved by training or other HRD activities?
* Impending change. Are there problems which do not currently exist but are foreseen due to changes, such as new processes and equipment, outside competition, and/or changes in staffing?
* Opportunities. Could we gain a competitive edge by taking advantage of new technologies, training programs, consultants or suppliers?
* Strengths. How can we take advantage of our organizational strengths, as opposed to reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
* New directions. Could we take a proactive approach, applying HRD to move our organizations to new levels of performance? For example, could team building and related activities help improve our productivity?
* Mandated training. Are there internal or external forces dictating that training and/or organization development will take place? Are there policies or management decisions which might dictate the implementation of some program? Are there governmental mandates to which we must comply?
Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.
The first step should have produced a large list of needs for training and development, career development, organization development, and/or other interventions. Now we must examine these in view of their importance to our organizational goals, realities, and constraints. We must determine if the identified needs are real, if they are worth addressing, and specify their importance and urgency in view of our organizational needs and requirements (4). For example (5):
* Cost-effectiveness: How does the cost of the problem compare to the cost of implementing a solution? In other words, we perform a cost-benefit analysis.
* Legal mandates: Are there laws requiring a solution? (For example, safety or regulatory compliance.)
* Executive pressure: Does top management expect a solution?
* Population: Are many people or key people involved?
* Customers: What influence is generated by customer specifications and expectations?
If some of our needs are of relatively low importance, we would do better to devote our energies to addressing other human performance problems with greater impact and greater value.
Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
Now that we have prioritized and focused on critical organizational and personal needs, we will next identify specific problem areas and opportunities in our organization. We must know what our performance requirements are, if appropriate solutions are to be applied. We should ask two questions for every identified need:
* Are our people doing their jobs effectively?
* Do they know how to do their jobs?
This will require detailed investigation and analysis of our people, their jobs, and our organizations -- both for the current situation and in preparation for the future.
Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone. ("If it ain't broke, don't fix it.") However, some training and/or other interventions might be called for if sufficient importance is attached to moving our people and their performance into new directions.
But if our people ARE NOT doing their jobs effectively:
* Training may be the solution, IF there is a knowledge problem.
* Organization development activities may provide solutions when the problem is not based on a lack of knowledge and is primarily associated with systematic change. These interventions might include strategic planning, organization restructuring, performance management and/or effective team building.
We will look at these solutions including training & development and organization development, in future articles in this series.
TECHNIQUES FOR INVESTIGATING ORGANIZATIONAL AND PERSONAL NEEDS:
Use multiple methods of Needs Assessment. To get a true picture, don't rely on one method. It is important to get a complete picture from many sources and viewpoints. Don't take some manager's word for what is needed.
There are several basic Needs Assessment techniques. Use a combination of some of these, as appropriate:
* direct observation
* questionnaires
* consultation with persons in key positions, and/or with specific knowledge
* review of relevant literature
* interviews
* focus groups
* tests
* records & report studies
* work samples
An excellent comparison of the advantages and disadvantages of each of these methods can be found in the Training and Development Journal. (7)
Remember that actual needs are not always the same as perceived needs, or "wants". Look for what the organization and people really need they may not know what they need, but may have strong opinions about what they want.
Use your collected data in proposing solutions:
* Use your data to make your points. This avoids confronting management since your conclusions will follow from your Needs Assessment activities.
* Everybody should share the data collected. It is important to provide feedback to everyone who was solicited for information. This is necessary if everyone is to "buy into" any proposed training or organization development plan.
Having identified the problems and performance deficiencies, we must lay out the difference between the cost of any proposed solutions against the cost of not implementing the solution. Here's an economic "gap analysis":
* What are the costs if no solution is applied?
* What are the costs of conducting programs to change the situation?
The difference determines if intervention activities will be cost-effective, and therefore if it makes sense to design, develop, and implement the proposed HRD solutions.
SUMMARY STEPS IN A NEEDS ANALYSIS:
* Perform a "gap" analysis to identify the current skills, knowledge, and abilities of your people, and the organizational and personal needs for HRD activities
* Identify your priorities and importance of possible activities
* Identify the causes of your performance problems and/or opportunities Identify possible solutions and growth opportunities.
and finally:
* Compare the consequences if the program is or is not implemented
* Generate and communicate your recommendations for training and development, organization development, career development, and/or other interventions
Sunday, August 19, 2007
ANALYSIS TOOLS
ANALYSIS TOOLS
Multimedia Design Model
* The "Multimedia Design Model" is one version of literally scores of instructional systems design (ISD) models that have been designed for education and training. The model includes four major functions: 1) analysis, 2) design, 3) production, and 4) evaluation. Each function is divided into a set of specific activities. A list of the project team members most likely to be involved in a function is also included as well as a list of the interim products likely to come out of that function. One danger in applying this tool is that you might think you have to check off each activity in a linear manner. Actual multimedia development projects will include some of these activities and not others. Additional activities not included in this model may be required. The team make-up and the specific interim products will also vary considerably according to the nature of a real-world project. The model is only meant to suggest the types of activities to be followed. It is a guide, not a blue-print.
Needs Assessment Matrix
* The "Needs Assessment Matrix" is a simple tool that suggests different ways of gathering information regarding audiences, tasks, and content while conducting a needs assessment for an interactive multimedia development project. The easiest way of obtaining needs assessment information is to interview people, but interviews have limitations as well. The ideal procedure is to "triangulate" the information you need by collecting it via two or more ways!
Needs Assessment Decision Aid
* The "Needs Assessment Decision Aid" is a tool designed to help you select the best method (or methods) for collecting information during the needs assessment portion of your analysis effort. There are three primary information collection methods described in this tool: focus groups, interviews, and questionnaires. Each has advantages and disadvantages. The tool includes a list of questions that when you answer them should assist you in selecting the preferred method of collecting the needs assessment data you desire. Of course, if personnel, temporal, and financial resources permit, it is sound policy to use two or three methods to collect needs data so as to "triangulate" your findings.
Needs Focus Group Protocol
* The "Needs Focus Group Protocol" is a tool that provides:
1. background information about focus groups as a method of collecting needs assessment data,
2. an actual sample focus group protocol,
3. references to additional information about this data collection method.
Needs Interview Protocol
* The "Needs Interview Protocol" is a tool that provides:
1. background information about interviews as a method of collecting needs assessment data,
2. an actual sample interview protocol,
3. references to additional information about this data collection method.
Needs Questionnaire
* The "Needs Questionnaire" is a tool that provides:
1. background information about questionnaires as a method of collecting needs assessment data,
2. an actual sample questionnaire,
3. references to additional information about this data collection method.
Job / Content Analysis Tool
* A useful approach to defining precisely what an multimedia program ought to contain is to conduct a job or content analysis. If your program is intended to train people for a specific job, e.g., graphic artist. you will usually conduct a "job analysis." If your program is aimed at educating people about a specific content or subject area, you will usually conduct a "content analysis." Both types of analysis are quite similar, and in most cases, your analysis will include both job and content analysis. If your multimedia program is focused on a clearly defined job, e.g., training a secretary how to use a new word-processing program, then the emphasis will be on "job analysis." If however, the multimedia program is focused on general knowledge, e.g., the history of World War II, then the emphasis will be on "content analysis."
Goal Analysis Tool
* An interactive multimedia program can address many different goals. Before proceeding to the design stage, you will want to obtain agreement about a program's goals among the major parties involved in the development of a multimedia program. These parties will include the clients, the users, the instructors, or anyone else with a major stake in the program. The "Goal Analysis Tool," provides a strategy for gradually refining goals and describing the processes by which the attainment of goals can be assessed. A through goal analysis will provide you with a sound basis for writing precise performance objectives.
Analysis Report Template
* Just as it is important to conduct a good needs assessment, it is also essential to report the findings in a clear, concise manner that decision-makers can understand and use. The "Analysis Report Template" tool lists the major topics that should be included in a needs assessment or task analysis report. The formality of the report will depend upon the size and scope of the project and the nature of your relationship with the client. It is easy to get so caught up in the analysis phase of a project that there may not be enough time for the equally important design, production, and evaluation phases. On the other hand, the clearer and more accurate your analysis, the more likely it is that your project will be focused on the real needs of the client and thereby be successful.
Project Estimation Rules
* The "Project Estimation Rules" presented in this tool are based upon the "best guesses" of experienced instructional designers. There is a lack of science in these estimates, but at least they give you a place to start in estimating the time and resources needed for an interactive multimedia development project. Many important development aspects are not included in these "rules of thumb," e.g., authoring time and video or graphics production time.
Project Estimation Worksheet
* Ultimately, you will want to use a spreadsheet program to establish an estimated budget for your multimedia development project. This "Project Estimation Worksheet" will provide you with some guidance for setting up your own spreadsheet program to calculate the temporal, financial, and personnel resources required for a interactive multimedia design project.
Multimedia Design Model
* The "Multimedia Design Model" is one version of literally scores of instructional systems design (ISD) models that have been designed for education and training. The model includes four major functions: 1) analysis, 2) design, 3) production, and 4) evaluation. Each function is divided into a set of specific activities. A list of the project team members most likely to be involved in a function is also included as well as a list of the interim products likely to come out of that function. One danger in applying this tool is that you might think you have to check off each activity in a linear manner. Actual multimedia development projects will include some of these activities and not others. Additional activities not included in this model may be required. The team make-up and the specific interim products will also vary considerably according to the nature of a real-world project. The model is only meant to suggest the types of activities to be followed. It is a guide, not a blue-print.
Needs Assessment Matrix
* The "Needs Assessment Matrix" is a simple tool that suggests different ways of gathering information regarding audiences, tasks, and content while conducting a needs assessment for an interactive multimedia development project. The easiest way of obtaining needs assessment information is to interview people, but interviews have limitations as well. The ideal procedure is to "triangulate" the information you need by collecting it via two or more ways!
Needs Assessment Decision Aid
* The "Needs Assessment Decision Aid" is a tool designed to help you select the best method (or methods) for collecting information during the needs assessment portion of your analysis effort. There are three primary information collection methods described in this tool: focus groups, interviews, and questionnaires. Each has advantages and disadvantages. The tool includes a list of questions that when you answer them should assist you in selecting the preferred method of collecting the needs assessment data you desire. Of course, if personnel, temporal, and financial resources permit, it is sound policy to use two or three methods to collect needs data so as to "triangulate" your findings.
Needs Focus Group Protocol
* The "Needs Focus Group Protocol" is a tool that provides:
1. background information about focus groups as a method of collecting needs assessment data,
2. an actual sample focus group protocol,
3. references to additional information about this data collection method.
Needs Interview Protocol
* The "Needs Interview Protocol" is a tool that provides:
1. background information about interviews as a method of collecting needs assessment data,
2. an actual sample interview protocol,
3. references to additional information about this data collection method.
Needs Questionnaire
* The "Needs Questionnaire" is a tool that provides:
1. background information about questionnaires as a method of collecting needs assessment data,
2. an actual sample questionnaire,
3. references to additional information about this data collection method.
Job / Content Analysis Tool
* A useful approach to defining precisely what an multimedia program ought to contain is to conduct a job or content analysis. If your program is intended to train people for a specific job, e.g., graphic artist. you will usually conduct a "job analysis." If your program is aimed at educating people about a specific content or subject area, you will usually conduct a "content analysis." Both types of analysis are quite similar, and in most cases, your analysis will include both job and content analysis. If your multimedia program is focused on a clearly defined job, e.g., training a secretary how to use a new word-processing program, then the emphasis will be on "job analysis." If however, the multimedia program is focused on general knowledge, e.g., the history of World War II, then the emphasis will be on "content analysis."
Goal Analysis Tool
* An interactive multimedia program can address many different goals. Before proceeding to the design stage, you will want to obtain agreement about a program's goals among the major parties involved in the development of a multimedia program. These parties will include the clients, the users, the instructors, or anyone else with a major stake in the program. The "Goal Analysis Tool," provides a strategy for gradually refining goals and describing the processes by which the attainment of goals can be assessed. A through goal analysis will provide you with a sound basis for writing precise performance objectives.
Analysis Report Template
* Just as it is important to conduct a good needs assessment, it is also essential to report the findings in a clear, concise manner that decision-makers can understand and use. The "Analysis Report Template" tool lists the major topics that should be included in a needs assessment or task analysis report. The formality of the report will depend upon the size and scope of the project and the nature of your relationship with the client. It is easy to get so caught up in the analysis phase of a project that there may not be enough time for the equally important design, production, and evaluation phases. On the other hand, the clearer and more accurate your analysis, the more likely it is that your project will be focused on the real needs of the client and thereby be successful.
Project Estimation Rules
* The "Project Estimation Rules" presented in this tool are based upon the "best guesses" of experienced instructional designers. There is a lack of science in these estimates, but at least they give you a place to start in estimating the time and resources needed for an interactive multimedia development project. Many important development aspects are not included in these "rules of thumb," e.g., authoring time and video or graphics production time.
Project Estimation Worksheet
* Ultimately, you will want to use a spreadsheet program to establish an estimated budget for your multimedia development project. This "Project Estimation Worksheet" will provide you with some guidance for setting up your own spreadsheet program to calculate the temporal, financial, and personnel resources required for a interactive multimedia design project.
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