Trainer-Mentor Program

Part 2: Training Needs Analysis

November 2011

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 personusually higher in an organizational ladderwho 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 able

to:
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.

Lets 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:
Training
Needs
Analysis

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TNA
A training need exists when there is a gap between what is
required 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.

Required
Performance

NEEDS

Actual
Performance

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

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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 the
participants.
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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Training Needs Analysis

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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 Need

a. Identify the Required Performance

b. Identify the Actual Performance

c. Identify the Gap or the Needs

2. Determine Design of Needs Analysis

3. 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 Instructional

Systems 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 current

from 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

x = y + Training
In order to achieve the required performance, Training must be
employed 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.

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Step 1: Activity

Recall your chosen problem from Part 1.

With the first sentence, add some facts as
part 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.

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Determine Pros and Cons 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 pros and cons of your material.

How long?

Anticipate changes!

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Step 2: Activity
Channel/Media

On-the-Job-Examples

Pros/Benefit

Cons/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

Qualitative

Quantitative

Examples

Domain in Focus

Method

Feelings, view,
impression,
opinion,
perspective, etc.

Observation,
interview, FGD,
narratives.

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

Pre
Training

Intra
Training

Post
Training

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Develop SMARTer Objectives

Monitor, Rewrite, Revise & Restructure

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 Percentage

5. Delta () change pre vs. post

6. Correlation

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Step 4: Activity

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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

100

95

Quality Score

90

At Week 6:
Old Curriculum (no Gating) = 82.12
New Curriculum (w/Gating) = 91.66

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Innovation: Nesting and Gating plus

all other Support Processes.
All efforts resulted to strong start
and sustained performance.

80

75
Old

New

70

Tenure in Weeks
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Step 6: Develop Action Plan

After reporting the results of the management and peers, the

need for retraining is determined.

As with P-Process, going back to Strategic Design is

inevitable.

Moreover, moving towards a new P focusing on yet another

new opportunity is a cycle.

There is no such thing as a Perfect Training but there exist

an impactful one.

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TNA Takeaway
Lets draft a training plan!

1. Objectives
2. Methods and Media

3. Timeline
4. Evaluation and Feedback

5. Results

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Thank you
Soliven Ortega
Training Lead Dell Services
soliven_ortega@dell.com