There are several methods that might be used in needs assessment, either alone or in combination. The choice of method is contingent on factors such as whether or not a job is new, how geographically dispersed present job incumbents might be, whether skilled observers or facilitators are available, the degree of formalization of current job standards, the time available, and so forth. Methods of needs assessment include:
Observing of job incumbents doing the work, and of the work setting and conditions
Interviews of job incumbents, supervisors, internal and external customers, etc.
Questionnaires directed to job incumbents, supervisors, customers, etc.
Focus groups involving key players;
Documentation, such as job descriptions, performance standards, technical manuals, and performance records
Online technology
The ADDIE model consists of five parts. These include:
Analysis, Design, Development, Inquire, and Evaluation
Appraise, Design, Development, Implementation, and Evaluation
Analysis, Design, Development, Implementation, and Evaluation
Assign, Determine, Develop, Implement, and Evaluate
Level 1 Reaction. What did the participants think and feel about the training program? Typically, some type of anonymous questionnaire is used to assess reactions at the end of a program. Feedback
about trainer effectiveness, materials, course design, and so forth may be used to improve the program in subsequent offerings.
Level 2 Learning. To what extend have the trainees learned the concepts that were taught? Here, paper and pencil tests can be used to assess knowledge acquisition or role plays and work samples might be used to determine the degree to which skill learning has taken place. The original training behavorial objectives help to determine the choice of most appropriate
learning measure.
Level 3 Behavior. What changes in on-the-job behavior can be attributed to the training program? Here, either the organization's normal performance appraisal process or a specially designed performance observation technique can be used to attempt to measure changes in behavior. Peers, subordinates, customers, and others in addition to the direct supervisor can be canvassed to determine if noticeable changes have occured.
Level 4 Results. To what extent have critical
organizational improvements in areas such as productivity, quality, profitablity, morale, absenteeism, and turnover resulted from the training? This is the most important criteria but also the most difficult to measure.
Kirkpatrick's Four Levels of Criteria are, in order:
Learning, Reaction, Results, and Behavior
Behavior, Reaction, Learning, and Results
Reaction, Learning, Behavior, and Results
Reaction, Behavior, Learning, and Results
Answer: Selecting the cheapest training option
During the implementation phase, the trainer will follow through on critical factors of the design/development phases, such as:
Size of the group: how many handouts or computer stations are needed? What size room will allow attendees to be comfortable? How many chairs and tables are needed?
Organization of seating: Is group discussion expected and important [suggesting round tables]? Do participants need to be able to see certain areas of the room? Are adequate walkways provided?
Materials: What audio-visual equipment is needed? Will water or coffee be made available? What other supplies will facilitate learning: markers, crayons, stickers, pens/pencils, notepads?
Accessibility of information: What languages will be primary for the attendees? Secondary? What is the minimum educational level present in the group and what presentation methods will be most effective for that group? Do any of the attendees need accommodations for a disability, suggesting materials may need to be in Braille, recorded, or available online?
Lack of distractions: Has management allowed proper time for attendees to be present? Are cell phones and computers/laptops/iPads turned off?
Comfort of the room: Is lighting adequate? Is the temperature reasonable? Are restroom facilities close and accessible?
Awareness of time: Is there a clock in the room? Do scheduled breaks allow for restroom visits or checking for urgent messages, depending on length of training?
According to the Myers-Briggs Type Inventory, individuals who are _____ tend to be serious, quiet, practical, orderly, and logical.
A.
introverted, intuitive, feeling, and perceiving [INFPs]
B.
introverted, sensing, thinking, and judging [ISTJs]
C.
extroverted, intuitive, feeling, and perceiving [ENFPs]
D.
extroverted, sensing, thinking, and perceiving [ESTPs]
E.
extroverted, sensing, feeling, and
perceiving [ESFPs]