NIOSH Train the Trainer Competency Based Programme LEARNERS INFORMATION MODULE TWO National Institute Of Occupational Safety & HealthFal corpora based Tang and hasossrore Pan Appendix 1 Pre Training Activity Pre Training Activities for a unit from the Diploma in Workplace Training and Assessment. Pre Training Activity for participants Please complete by:. Note: You should complete as much of this Pre Training Activity as possible and bring it with you to the training sessions as it will form part of your assessment for the completion of this module of training. Module Nine: Training Advisory Services 1, How do you go about assessing what training needs your organisation might have? 2. Have you done a training needs analysis for your organisation or another client before? if you have, how did you go about establishing What the client/organisation wanted? e 4 © NIOSH 2006 Module Nine: Learners Information 4 6i. Facititators Training Manual 3, Once you have determined what training might be needed, how did you or how would you, go about designing and developing that train- ee eee eee eee 4, How would you go about identifying the characteristics of various Jobsirole/people if you were to undertake a training needs analysis? r Did you Identify that you could get information about the organisation/various, Jobs/role/people and their characteristics from: + Job descriptions + Employee records + Performance appraisals © NIOSH 2006 Module Nine: Learners Information >Competency Based Training and Assessment - Part C + Organisational strategic plans and/or business plans + Surveys + Industry bodies + Clients ‘You will need to remember all of these as you go about designing and developing a training needs analysis. ‘Thank you for completing this pre training activity. Please bring it to the training session with you, Please Note: You should complete as much of this Pre-training activity as possible and bring it with you to the training sessions as it will form part of your assessment for the completion of this module of training. You should also bring any training information you have that relates to training you have undertaken in the past or expect to undertake in the future. © NIOSH 2006 Module Nine: Learners Information > 5Va | Facittators Training Manual Smear SO SRR nS Appendix 2 Readings for Learners and Trainers Wherever possible learners should read these readings before commencing train- ing but if this is not done time will need to be allocated to this during the trainin sessions. There is a short reading for each of the elements of competency in this Part of the training. With many of the readings you are being directed towards reading about world's best practice and you will need to read them in this context. If you are familiar with other more generic or localised information relevant to the competency being studied you should draw comparisons between the offered read- ings and your own local resources and knowledge. What is a Training Needs Analysis? A Training Needs Analysis (TNA) identifies the difference between actual conditions (what presently exists), and the optimum condition (what should be) in human performance terms within an organisation or group of organisations. It is defined in terms of the knowledge, skills and attitudes that exist, and those that are required for the organisation to carry out its business both now and in the future. ‘There are a number of methods and techniques that may be used to undertake a Training Needs Analysis. These include: + Organisational information and records Observation methods Interview methods Questionnaire based methods Group process methods Direct observation methods Training Needs Analysis ‘The most common problem with undertaking a Training Needs Analysis is knowing where to start. A Training Needs Analysis should be undertaken when deficiencies in knowledge, skills (oF attitudes) need to be identified (and possibly corrected) To accurately carry out a TNA, we need the following + An accurate job/position description + definition or the required or optimum performance in terms of knowledge, skills and attitudes for the particular job/position + The current requirements of the job/position If TNA identifies the need for a training response, then an appropriate response must be specified mn Te mos z008 Wadia Nre aarars fori 9Bal_| Competency Based Training and Assessment - Part C If the TNA has been properly conducted, then it will provide information needed for training specification and design, as well as further training development, You can then define the training response in terms of the knowledge, skills and attitudes, required to meet the current and future needs of the organisation. A training need exists when there is a gap between what is required of a person to perform their work competently and what they actual know. A “training needs assessment”, or “training needs analysis”, is the method of determining if a training need exists and if it does, what training is required to fill the gap. The results of training needs analysis will highlight the subject matter needed to be covered during any training regardless of the type of training, This includes coaching and mentoring. The knowledge and skills gained during the training will increase abilities and allow participants to perform their jobs at an acceptable level. The needs assessment can be quite simple and obvious. For example, when a new information system is introduced, it is assumed that no one has the knowledge to operate it - and the training need is noted. However if the organisation was switching systems, the need may not be so obvious. By conducting training needs analysis you can target the group that needs to be trained as well as hone in on exactly what training is required. The purpose of conducting a needs analysis is to prevent a quick fix approach to problems. A TNA done correctly will ensure the solution addresses the real issues and effectively focuses the appropriate resources, time and effort toward targeted solutions. The reasons for doing training needs assessment are to: + Determine whether training is needed + Determine causes of poor performance + Determine content and scope of training + Determine desired training outcomes + Provide a basis of measurement + Gain management support The Needs Analysis Process The assessment can be as detailed and involved as needed. Factors to consider when considering the level of detail are time, money, number of people involved, criticality of skill, anticipated return on investment, resources available, etc. A comparison of some of the factors between in-depth and a mini assessment follows. In-depth Min Type of information | Quantitative Quattative Methods Mutti-tiered Interviews Surveys Focus groups Observation Interviews Focus groups Documentreviews + © NIOSH 2006 Module Nine: Learners Information 20Facilitators Training Manual ‘Scope Widespread organisational] Fewer people involved tnvolvement ‘Short term focus Broad ranging objectives, Length Several months toayear | Few days toa week Cost Expensive Inexpensive Focus Linked to defined outputs | immediate, quick results Exposure/Visibilty | High profile and risk Lowerrisk Determine whom to assess Again this depends on the goal and depth of the analysis. Categories of people can include: Senior management Human resource personnel Target population Vendors Target population managers Clients Direct reports (those who report to | Competitors target population) Step One: Identify Problem Needs Determine organisational context Perform gap analysis Set objectives Co-workers and peers Industry experts or observers | Steps in the Needs Analysis Process Step Two: Determine Design of Needs Analysis Establish method selection criteria ] Assess advantages and disadvantages for methods © MOSH 2006 Module Nine: Learners Information 52, 4 UEP ERen ener nee Competency Based Training and Assessment - Part C fsa ann Rac Step Three: Collect Data Conduct interviews Administer questionnaires and surveys Review documents Observe people at work Step Four: Analyse Data Conduct qualitative analysis or conduct quantitative analysis? Determine solutions/recommendations Step Five: Provide Feedback Write report and/or make oral presentation Determine next step - Training needed? Step Six: Develop Action Plan ‘Once this formal needs assessment process is completed the information is used as the basis for training design, development and evaluation. Occupational Analysis (OA) Occupational Analysis is the identification of the current jobs and the probable future jobs within an Occupation and the duties and tasks that comprise each job, combined with other relevant job information. An occupational analysis is concerned with jobs, duties and tasks. It is concerned with dividing an ‘occupation into major component elements, Examining these elements allows you to determine their components and the relationship between them. An OA may look at what is’ and 'what could/ should be’. A job analysis is usually considered to be a sub-area of OA. An Occupational Analysis and a Training Needs Analysis will tell us what training is necessary for an organisation, and what tasks are encompassed by that training: but very little about individual training needs. To identify Training Gaps and propose effective Training Solutions, you will need to conduct a variety of analysis tasks. How and Where to Start: + Do position descriptions exist? Do competency profiles exist? Have jobs been advertised recently? Have duty statements been developed? Js there an annual report or prospectus? What information can you obtain from similar companiesidepartments/ enterprises elsewhere? Any or all of these will provide a starting point for OA © MOSH 2006 Module Nine: Learners Information > >: Pi Facilitators Training Manual i Sample Occupational Analysis Questionnaire Name: Position: Please list the duties that you are required to undertake during the course of your work in the categories below: Administrative duties (may include time sheets, payroll-related, scheduling, organisation ‘or administration of training and/or assessment, QA/QC- related, inspections, investigations, preparation of reports, completion of forms and other administrative paperwork, etc) a) Ona daily, or regular basis (More than twice per week) b) Ona weekly basis (More than twice per month) ¢) Regularly, at intervals greater than two weeks d) At fixed intervals (Monthly, bi-annually, annually) e) At scheduled intervals of any duration Practical duties (May include any practical workplace activities, inspections, investigations, delivery of training, conducting assessment, QA/QC- related, preparation of resources, direction of staff, direct supervision, monitoring activity, etc) a) Ona daily or regular basis (More than twice per week) b) Ona weekly basis (More than twice per month) ©) Regularly, at intervals greater than two weeks d) At fixed intervals (Monthly, bi-annually, annually) ej) At scheduled intervals of any duration ‘© NIOSH 2006 Learners Information 23Vi. Pal competency Sued traning and assessor Fane Conducting Occupational Analysis Interviews Explain the purpose and nature of the interview prior to commencement If possible, prepare a checklist of duties, responsibilities and tasks from existing information and cross them off Divide duties, responsibilities and tasks into categories such as practical, clerical/administrative, technical, support, redundant/no longer required, predicted/future, etc. Consider frequency: (On a daily, or regular basis) Consider priority or urgency: Essential, required, non-essential Consider "Other Duties as Required” Sample Occupational Analysis Interview Questions If possible, prepare a checklist of duties, responsibilities and tasks from existing information and cross them off Which of the following duties do you perform on a daily basis? Which of the following duties do you perform on a weekly basis? Which of the following scheduled tasks do you carry out at prescribed tervals? Divide duties, responsibilities and tasks into categories such as practical, clerical/administrative, technical, support, redundant/no longer required, predicted/future, etc. Tell me about the administrative paperwork you are required to do, Are you required to develop resources to support training? What kind(s) of resources? Who assists you to develop these? Do you assign the work or delegate responsibility to anyone else? Will you be required to do more of this resource development in the future? How much more? Who could advise you? © NIOSH 2006 ‘Module Nine: Learners Information > 4Vi. li Facilitators Training Manual Tell me about the administrative paperwork you are required to do on a daily/ weekly/regular/scheduled basis? How frequently do you conduct training? How often are you required to assess workplace performance? How frequently must you inspect finished product? Consider priority or urgency: Essential, required, non-essential Which of the duties and tasks you've just listed must be performed every day? Which of the tasks are necessary at irregular intervals? What is the longest permissible interval? How soon are you required to complete reports after the end of the day/week/month? How urgent is the need for training? Consider "Other Duties as Required” ‘Most position descriptions (particularly in larger organisations) have provision for ‘other duties as required’. Direct questions to determine what these duties are or may be in the future. Skills Audits What is skills audit? Skills audit is a process for measuring and recording the skills of an individual or group. A skills audit is undertaken to help an organisation understand the skills, they require for each role, and the actual skills each employee has. The outcome is a training needs analysis that identifies the areas in which development is needed, Skills audits are also sometimes undertaken to assist with restructuring efforts. ‘© NIOSH 2006 ‘Module Nine: Learners InformationWil_| Corrector Saoa raring nd hasovomort Pen How can skills audit benefit you and your organisation? A key piece of information an organisation needs to improve, is to know what skills and knowledge the organisation requires, and what skills and knowledge the organisation currently has. This information is essential for a number of seasons and are listed below. + Without this information you don't know where to improve. + With this information your training and development will be better targeted. + Recruiting needs are better defined and more likely to result in the most appropriate candidate. So the key benefits of a skills audit are: + Improved skills and knowledge. + Lower training and development costs because efforts are more targeted. + Information that can be used for purposes such as internal employee selection, + Increased productivity and profitability A skills audit involves identifying the skills and knowledge (both currently used and latent) held by existing staff. The outcomes of a skills audit are existing skill and knowledge profiles for particular individuals or groups within the organisation. Why conduct a skills audit? A skills audit is conducted in order to identify the gaps, if they exist, between the skills requirements of the organisation and the actual skills that exist in the organisation. When skills audits have been completed, the results can be aggregated to obtain a statistical view of existing and required skills and knowledge. Hence the training needs of the organisation can be established more accurately. Stages in performing the skills audit The following table describes the stages in performing a skills audit. These are not necessarily performed in an exact sequence: Stage Description Define the parameters of the skills audit Research and choose methods for the skills audit Establish benchmarks and tools required Plan to reduce bias from methods Conduct the skills audit Document the skills audit ee eN— © NIOSH 2006 Module Nine: Learners Information 5 5Facilitators Training Manual Stage 1: Define the parameters of the skills analysis Broad or narrow? An analysis can be performed for: + A particular Job + A particular group of workers or group of jobs + The whole program, department or organisation Stage 2: Collect sources for the skills analysis Internal Sources + Corporate plan for the organisation ‘The organisation's corporate pian identifies what the organisation sees as its primary objectives within the period of the plan (usually three to five years). A corporate plan can therefore provide you with information about high-level organisational goals, for which knowiedge and skills might be required + Strategic and operational plans for business units There may also be specific strategic planning documentation for business units. Strategic plans should detail broad goals for the business units or programs, and operational plans will detail the regular tasks performed to support business needs. + Project plans for relevant projects Particular projects, such as the implementation of new systems, should have detailed project planning documentation. These will highlight tasks that need to be performed within the organisation if the new systems are to be implemented and effective. Other internal sources A range of other internal sources in the organisation may be consulted to determine knowledge and skills needs. These might include: - existing position descriptions or statements of duties, and/or - interviews with various keys staff External Sources * Competency standards Another useful source for obtaining information on tasks, skills and knowledge is competency standards. They are useful benchmarks for employers to assess skills, knowledge and competencies appropriate to the organisation and its business. ‘© NIOSH 2006 Module Nine: Learners Information»Pi Competency Based Training and Assessment - Part C | cesses RSI Stage 3: Analyse sources to define tasks Corporate plan The key result areas, expected outcomes and initiatives in the corporate plan may highlight areas where certain tasks may need to be performed. However, they are unlikely to provide information in detail and are useful as indicators only. Strategic, operational and project plans Strategic, operational and project plans for programs, departments or sections should be scrutinised to obtain more detailed information regarding the goals of that area. Planning information from other program areas should be scrutinised as part of the scope of the program, as they may also reveal tasks that need to be performed in those areas. Procedure manuals and organisational policies and procedures If planning documentation does not provide sufficient detail to understand the tasks Involved in performing job/role functions, procedures manuals and organisational policies and procedures should be consulted. Existing position descriptions or statements of duties Where they exist, existing position descriptions, or statements of duties shouldbe analysed to identify job/role tasks that need to be performed, and the skills and knowledge that are required by personnel conducting those tasks. Interviews Interviews with key staff in operational areas and in program areas can also be an excellent source for lower level tasks within organisations. Competency standards ‘Competency standards list the major elements (tasks), knowledge, skills and attributes required in jobiroles to meet the expectations and standards of the industry. You can use competency standards to articulate tasks in a standardised way, which can be more precise than existing position descriptions. The competency standards have already linked skills and knowledge to task groups, which can be used later in your analysis as well. ‘Where tasks in the competency standards are not currently being performed the organisation might question why they are not being performed. Documenting tasks Once you have analysed a range of courses to identify tasks that are being carried out or should be carried out in your organisation, it is important to document these in order to perform further analysis. © MOSH 2006 ‘Module Nine: Learners Information 5i Facilitators Training Manual Stage 4: Analyse tasks to identify skills required ‘Once the tasks within the organisation, department or program have been defined, they can be analysed to determine what skills and knowledge are required to perform the tasks, Information on skills and knowledge may have become obvious when reading source materials, or discussing operations with managers and project teams. + Documenting knowledge and skills The key pieces of information to be documented at this stage in a skills analysis, are the knowledge and skills required for each task identified, and the source or sources from which those requirements were identified. Stage 5: Tie tasks and skills to particular positions to particular positions? iportant aspect of a skills analysis Is to tle the results of the analysis (task and skills/knowledge identification) to particular positions. This is so that the skill level of occupants of the positions can be measured against, what is required of them. By tying knowledge and skills requirements to particular positions, you are, in effect, creating ‘competency profiles’ for those positions. + Are all tasks assigned to a position? In some cases the responsibility for a task will be obvious. For example, they will be documented in position descriptions or statements of duties. In other cases there may be tasks identified where no clear line of responsibility has been identified. Indeed the need for a particular task may have never been articulated or responsibility may never have been assigned before. In these cases, the organisational staff responsible for the skills audit should liaise with the relevant departments or programs, to assign responsibility for the task to a suitable position, If there Is no suitable position to assign responsibility to, this may highlight the need for a new position or the broadening of an existing position. Documenting competency profiles Documentation of knowledge and skill requirements against specific roles or teams in your organisation will be valuable for measuring existing knowledge and skills. Stage 6: Document the analysis What to document A skills analysis should be documented fully, This includes documenting: + Sources that have been consulted + Tasks that have been identified + Skills and knowledge that underpin tasks, and Competency profiles (if developed). ‘© NIOSH 2006 Module Nine: Leamers Information 4Vi. Jil Competency Ses00 Training and nesossront Panto All of this work will provide you with the information required to make decisions about what training may be needed once you have identified the gap between the known and the unknown, what is and what is not needed, for an organisation to be effective and succeed in its business. Gap Analysis or Gap Identification Once training needs have been established (in terms of tasks and occupations) and skill levels of individuals and groups determined, we can objectively assess the immediate and predicted training needs of the prospective trainees. ‘The training gap is the difference between the optimum state and what presently exists. The Training Gap can be expressed as a: + Competence Gap + Skills Gap + Knowledge Gap + Attitude Gap Training can be designed to fill the gap. Where the gap is small, coaching and/or mentoring may be the most effective solution. Sample Training Needs Analysis Plan A. Planning Yes} No| Comments Schedule informal meeting Review questions Conduct informal interview B. Performance Analysis 1. Identify Problem 1.1 What task needs improvement? 1.2 What is required performance? 1.3 Who is responsible for this task? 1.4 Where does this problem appear? 1.5 When does this problem appear? © NIOSH 2006 ‘Module Nine: Learners Information 30li |__| Facilitators Training Manual fee me SE i SERN Yes| No Comments 1.6 When did this problem first appear? 1.7 What impact does it have? 1.8 What relevant changes have occurred? 1.9 What is the difference between good and poor performance? 1.10 What has been done to solve the problem? 1.11 Should I speak to anyone else? Cause Analysis Solutions 1. Knowledge and Skill | + Provide training + Improve current training + Provide refresher training + Provide practice/simulation + Provide job aids + Provide coaching on the job 2. Capacity + Change personnel 3. Standards + Develop standards + Publicise the standards 4, Measurement + Develop measurements * Revise old measurements 5. Feedback + Provide feedback + Improve use of feedback 6. Conditions + Reorganise workplace + Upgrade materials, information + Redesign job e + Remove interference Yi. (@ NIOSH 2006 Module Nine: Learners information 5 5Competency Based Training and Assessment - Part C Cause Analysis Solutions 7. Incentives + Providelstrengthen positive consequences + Remove/weaken negative consequences + Remove/weaken positive consequences for poor performance Causal Analysis Checklist C. Cause Analysis Ives | No| Comments Knowledge and Skills 1, Did they ever perform the task properly? 2. Is the task performed often enough to ensure retention? 3. Do they know the task is stil expected of them? 4. Is training provided? 5. Is the training effective? 6. Is enough prac training? :e done during 7. Could they perform properly immediately after training? 8. Are job aids available? 8. Are Job aids effective? 10. Does performance fail to improve with experience? 11. Is the task procedure stable? 12, Could they do it if their lives, depended on it (without further 19?) © NIOSH 2006Facilitators Training Manual Standards Yes | No Comments 1. Do they know what to do? 2. Do they know when to do it? 3. Do their super what and when? isors agree on 4, Are there written standards? 5. Do they know how they'll be evaluated? Measurement 1. Is performance measured? 2. Are measurements based on task performance? 3. Are measurements based on results rather than activities? 4. Are the outcomes of the task measured? 5. Are the measurements objective? 6. Are the designers of the measurements qualified? Feedback 1, Are they informed about how they're doing? 2, |s feedback given soon enough? 3. Is feedback given often enough? 4, Is feedback understandable? 5, Is feedback tied to “controllable” performance? (© NIOSH 2006 ‘Module Nine: Learners Information 5 5Competency Based Trai 6. Is feedback specific? Yes |No| Comments 7. Is feedback accurate? 8. Is feedback given by someone ‘who matters? 9. Is feedback given in a way they accept? Conditions 1. Are task procedures clear and workable? 2. Is the workplace physically organised? 3. Is enough time available? 4, Are tools and equipment available? 5, Are tools and equipment operative? 6. Is necessary information available? 7. Is information accurate? 8. Are distractions and interruptions minimised? 9. Are policies and procedures flexible enough? 10. Do they have enough authority? 11. Can the job be done by one person? 12. Is support available for peak periods? | © most 2006 Module Nine: Learners Information 34‘ators Training Manual Incentives Ves | No| Comments 1. Is the task seen to be worthwhile? 2. Do they believe they can perform the task? 3. Is there incentive for performing well? 4, Do the incentives really matter to them? 5, Is the incentive contingent upon good performance? 6, Do they know the link between incentive and performance? 7. Are incentives scheduled to prevent discouragement? 8, Are all available incentives being used? 9. Do they find the work interesting? 10. Are there inner satisfactions for good performance? 11. If incentives are mixed, is the balance positive? 12. Is “punishment for good performance” prevented? 13, Is "reward for poor performance” prevented? 14, Is there peer pressure for good performance? i ‘© NIOSH 2006 ‘Module Nine: Learners InformationCompetency Based Training and Assessment - Part C Yes |No| Comments 15. Is task unpleasantness or stress within acceptable levels? 16. Does poor performance draw attention? D. Determine Training Solutions E. Determine Non-Trainir Solutions © NIOSH 2006 ‘Module Nine: Learners Information 3 6Pa | Focttators Training Manat i Appendix 3 =, In Training Activity (see Assessment Pack and Appendix 6) Personal Training Needs Analysis Name: Position: Occupational Audit Administrative duties (May include preparing and checking time sheets, payrol-related information, scheduling, organisation or administration of training and/or assessment, OSH duties and requirements, quality assurance and quality control related work, Inspections, investigations, preparation of reports, completion of forms and other administrative paperwork, etc). On a daily, or regular basis (More than twice per week) ‘On a weekly basis (More than twice per month) Regularly, at intervals greater than two weeks At fixed intervals (Monthly, bi- annually, annually) At scheduled intervals of any duration / ‘© NIOSH 2006 Module Nine: Learners Information — 5 4Competency Based Training and Assessment - Part C Practical Duties (May include any practical workplace activities, inspections, investigations, delivery of training, conducting assessment, OSH duties and requirements, quality assurance and quality contro! related duties, preparation of resources, direction of staff, direct supervision, monitoring acti etc) On a daily or regular basis (More than twice per week) On a weekly basis (More than twice per month) Regularly, at intervals greater than two weeks At fixed intervals (Monthly, bi- annually, annually) At scheduled intervals of any duration Skills Audit What key knowledge, skills and attributes do you have that contribute to your job/role? Are there plans or changes in the organisation/operational plans eo that will require you to have knowledge, skills or attributes VA that you don't have now? © NIOSH 2006 ‘Module Nine: Leamers InformationPal | Fecittators Training Manuat SS beeen asm sno EES hE RESSUSSND Do you have a current job description? Does it accurately describe your job/rote? What is not in the job/role description? Has your role changed in the last year? What are possible changes to your job/role in the next two years? What training have you received the last two years? Has this contributed to you being able to do your job/role more effectively? What knowledge, skills and attributes do you believe you need to acquire to undertake your current role more effectively? What knowledge, skills and attributes do you believe you will need to acquire to undertake your future role? Gap Analysis What knowledge gaps do you believe you have? ‘What skills gaps do you believe you have? Yi. © NIOSH 2006 ‘Module Nine: Learners Information 5 4| Fb _| Competency Based Training and Assessment - Part What other attributes have you identified as having a gap? Training Recommendations What recommendations would you make to your manager in relation to the types of training you need to be able to, not only undertake your current role more effectively, but also to undertake the role in the next few years? © NIOSH 2006 ‘Module Nine: Learners Information 4