Identify the basic steps required to analyze participants' training needs. Observe a live audience conducting a needs analysis for a sample project. Identify common mistakes made during this process as well as simple steps that quickly generate useful information. Discover the value of pre-testing participants to avoid the need for training altogether in some cases.
- How do you know what to train? Perhaps more important, how do you know what content to leave out? The first step in the ADDIE Model, analyze, will help us determine the answers to those questions. This step involves looking at our training audience and trying to understand what they need in order to accomplish the training objective. You can do a straight forward analysis if you answer three questions about your audience. Number one is readiness. What will the audience gain from learning this? People are more likely to learn if they understand the reason.
Two is experience, what does the audience already know? It's easier to learn when you're building on existing knowledge. The third is application. How can the audience apply what they learn? People will forget what they learn in training if they don't have an opportunity to immediately apply it. Let's apply those same three tests to a sample project. I've put the live class into groups and gave each group a training project to work on. Here's one you can try. Design a training program that will enable each participant to recall the three types of gaps that training can solve with 100% accuracy.
I've created a downloadable needs analysis worksheet to help you with this activity. Think of who the audience might be so you can use it to analyze their needs for your project. Maybe you have some coworkers or friends who are willing to help you out. Before you get started, let's look in on the live class and observe how they approached this step. - How would they apply what they've learned? - I think recall. They would be able to identify. - Maybe ...
Yeah. - If we're just doing it at the recall level. - And I can think of ways how they can apply it in the actual training. Yeah, there's a lot of methods but for their actual application, it would depend upon their own usage of it but it's pretty vast in usage. They can probably find it in the application. - Just so happens that our objective is the a. (laughs) (class murmuring) - The other benefit is the framework to execute a training process.
- For sure. Yeah, because if you figure it out that it is needed, now you know. I'm going to pause the timer for just a moment and I want to give you all maybe a suggestion. Now a challenge that trainers often face when it comes to the needs analysis stage is they do exactly what each group here is doing and that is, we talk to each other, perhaps, we sequester ourselves in a conference room when we brainstorm ideas but one of the most important things you can do in a needs analysis is go and talk to your potential audience.
So that you can find out the real answers to these questions. So as part of this, I would encourage you to, perhaps, interact with potential audience members to sample them to see if you can check or validate some of your assumptions about the answers to these questions. So we've got three minutes and 44 seconds still available to us and if you'd like to avail yourselves of that option, you certainly may. - Learning caps. - Learning caps? - Gaps.
(class murmuring) - So there's three focus people. - Can any of you tell me what a learning modality is? - [Student] Having conversations with people. - [Student] Kind of. - [Student] Modality? - A learning modality. - Just whatever you think it might be. Just tell me what you think it is. - Like a learning model. (timer going off) - Alright, five minutes are up.
So wherever you are, that's where you are. I want to do a quick debrief on this phase and we're going to move to the next one. Realize that when we're doing training, we often have limited time. Now one group you decided, you said, we don't need to go out and talk to folks, why not? - We realized that a lot of what we have talked about today gave us some of the answers. So we were just trying to figure out what job rules were represented in this group.
Based off of the task we were given and we've all talked about that to some extent, some of us are trainers. Some of us are sales people and we could kind of represent that with the group we even have here for what we would need due to our task. I'm trying not to talk too ... - No, that's good, I appreciate that. Anything else that you discovered in this needs analysis process? Maybe just about the process in general. Something that would be important to consider the next time you're designing your own training program outside of this workshop.
- I think we were quick to do what you said not to do which was we just assumed we knew the answers without actually polling the audience, yeah. - And I appreciate you bringing that out because even experience trainers, we find ourselves under pressure, we're trying to get something done and so we jump into these assumptions. Here's one extra benefit of doing a good, upfront needs analysis. You might discover that your participants already know the content and don't need training or they know some of it so they only need training on the part they don't know.
Doing a needs analysis at the start of your training project almost always leads to a better result.
- Identifying employee training needs
- Creating an individual development plan
- Developing learning objectives
- Preparing employees for training
- Evaluating a training program
- Presenting with confidence and clarity
- Facilitating discussions and learning
- Managing breaks effectively
- Delivering training via webinar