Trainer Mentor - Part 2

8/19/2019 Trainer Mentor - Part 2

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Trainer-Mentor Program

Part 2: Training Needs Analysis

November 2011


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2 Confidential Services

Trainer-Mentor Program

•

Trainer – An individual who has recognized expertise in areas of education.

– One that has the capacity to create/use educational modules to impart

knowledge and skills in an informal, non-formal or formal setting.

• Mentor – Trusted counsel, tutor, guide or coach.

– A person—usually higher in an organizational ladder—who has the

capacity to influence others.

Performing both roles in the development of

a learner is critical to the skills and knowledge

required to perform their job well.


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Objectives

Upon completion of the program, volunteers/participants should be ableto:

1. Design and create one learning session based on Training Needs

Analysis on any identified opportunities;

2. Present and facilitate at least one learning session to their

colleagues using the principles taught in the Trainer-Mentor

Program,

3. Attain at least a 4.00 rating based on trainee feedback, and

4. Provide recommendations using the principles of the P-process.


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Content

Part I: P-Process

Part II: Training Needs Analysis

Part III: Presentation and Facilitation Skills Training

Part IV: Personality and Behavior Management


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TNA - Task

Review the P-Process.

Let’s have a short quiz.

Short is subjective.

What part of the P-Process do you think

TNA falls?


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Some thoughts to ponder

•

“Remember, Training is not what is ultimately important...performance is.” - Marc Rosenberg

• Training is a support process.

• Training is not school.

•

Training is not for “kids”. • Training is a large vehicle of education.

• Training may solve a problem, and is not the actual sole

solution.

– Training would start the synthesis of individual learning.

– TRAINING IS BETTER THAN NOTING.


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Part II:

TrainingNeedsAnalysis


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TNA

•

A training need exists when there is a gap between what isrequired of a person to perform their work competently and

what they actually know.

• A “training needs assessment”, or “training needs analysis”, is a

method of determining if a training need exists and if it does,

what training is required to fill the gap.

Consultative Group to Assist the Poor (CGAP). The World Bank Group. Washington DC. 2009.

Required

Performance NEEDSActual

Performance


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TNA

•

Why conduct a TNA? – TNA determines the GAP or OPPORTUNITY.

– The creation of a training plan is based on the actual needs

and not just the requirements of an organization.

–

Hence, the program becomes very relevant to theparticipants.

› Common Field of Experience model.

– Moreover, this builds strong rapport among the trainees and

the facilitator.

United Nations Office on Drugs and Crime. 2003.


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TNA

• (Required Performance) – (Actual Performance) = GAP

– Example Quality Score: 95.00 – 94.75 = 0.25 Gap or Opportunity

– TNA would explore what is needed to attain the performance

difference.

– TNA would venture into developing a training program to bring

about the desired change.› At this point, TNA overlaps with the P-Process or Strategic

Communication tactics to bring about change.


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TNA – General Steps

1. Identify the Needa. Identify the Required Performance

b. Identify the Actual Performance

c. Identify the Gap or the Needs

2. Determine Design of Needs Analysis3. Collect Data

4. Analyze Data

5. Provide Feedback

6. Develop Action Plan


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TNA and the ADDIE Model

•

TNA is also associated with the ADDIE Model of InstructionalSystems Design.

Analyze = required, actual performance and the gap

Design the training based on the gap

Develop or create the materials

Implement to collect the data

Evaluate or analyze the data through feedback

•

P-Process vs. TNA vs. ADDIE Use all principles to create the

“perfect blend”


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TNA and the ADDIE Model


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Step 1: Identify the Need

• After identifying the problem, ask yourself the following

questions:

1. What is the goal or required performance?

2. What is the current performance?

3. Mathematically for quantitative data, subtract the currentfrom the required.

• The required performance is independent variable (x)

• Actual performance is your dependent variable (y).

What makes the dependent variable move or change is your training program.


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Step 1: Identify the Need

In order to achieve the required performance, Training must beemployed to add on the current capacity of the participants.

The “x” could not be changed. It is a constant (in sense).

“Y” is current and needs to be amplified through training. Operatively,

this may be indicated by and addition or by multiplication .

x = y + Training


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Step 1: Activity

Recall your chosen problem from Part 1.

With the first sentence, add some “facts” aspart of the sentence.

For the second sentence, add some “facts”to prove your case.

Rewrite.


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Step 2: Determine the Design

• After determining the gap, pin point the challenges and

domain of learning your program will impact

Situation Analysis

1. Causes/Severity of the problem

2. Social, cultural, economic, organizational or financial

challenges

Audience/Communication Analysis

Knowledge? Attitude? Skill? Behavior

• Think of a specific channel or media you would use to

communicate the and implement the changes.

• Determine Pro’s and Con’s of each media.


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Step 2: Determine the Design

• When you have decided on one or a combination of media,

create it!

• It is strongly recommended to start with an framework,

outline or a storyboard.

• Always bear in mind the pro’s and con’s of your material.

• How long?

• Anticipate changes!


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Step 2: Activity

Channel/Media On-the-Job-Examples Pro’s/Benefit Con’s/Challenges Lecture

Handout

Poster

Video

Games

Case Study

Email Shout Out

Role Play

At this stage, you must zero in at a sensible combination of media.

Do not prioritize its implementation as this comes at a later phase.


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Step 3: Data Collection

Collect data from all possible angles: Pre, Intra, Post Training.

Data Examples Domain in Focus Method

Qualitative

Feelings, view,

impression,

opinion,

perspective, etc.

?

Observation,

interview, FGD,

narratives.

Quantitative

Quality score,

AHT, tardiness,

absences, test

scores,

temperature

?Targeted Survey,

Pre and Post Test

Scores

At some point, qualitative data can be measured quantitatively. Example,

counting the number of common responses over a survey or an FGD.

However, addressing the responses entail qualitative measures.


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Step 3: Data Collection Points

PreTraining

PreTraining

• Develop SMARTer Objectives

IntraTraining

IntraTraining

• Monitor, Rewrite, Revise & Restructure

PostTraining

PostTraining • Measure results against set objectives


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Step 3: Activity

Draft it!

1. SMARTer Objectives

Must indicate the domain of learning Must imply the challenges

Must be the measure of success


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Step 4: Data Analysis

• Basic data measurements.

1. Mean and Weighted Average

2. Median – middle point of the data

3. Mode – most reoccurring data value

4. Frequency and Percentage5. Delta (Δ) – change pre vs. post

6. Correlation


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Step 4: Activity

I MSExcel!


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Step 4: Data Analysis

• After gathering pre-training data, proceed with the actual

training session. Implement the program.

• Then, monitor the program = Intra-Evaluation.


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Step 5: Provide Feedback

• The P-Process encourages publication of program results.

• This can be done formally to the management or informally

to peers.

• It will be further decided if a training rerun is necessary.

• Reporting

More than “Perception Management”

Pitching the idea how you came up with the program

Gaining more confidence among the allies and

participants

How? Training Feedback Form and Training Reports


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HealthMarkets | Dell Services - QZN

Glide Path Improvement: Old vs. New Curriculum

70

75

80

85

90

95

100

Old New

At Week 6:

Old Curriculum (no Gating) = 82.12

New Curriculum (w/Gating) = 91.66

Innovation: Nesting and Gating plus

all other Support Processes.

All efforts resulted to strong start

and sustained performance.

Q u a l i t y S c

o r e

Tenure in Weeks


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TNA Takeaway

Let’s draft a training plan!

1. Objectives

2. Methods and Media

3. Timeline4. Evaluation and Feedback

5. Results


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Trainer Mentor - Part 2

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