Chapter 3 Flashcards
5 stages of dynamic learning cycle
- L&D needs analysis
- learning programme design
- training delivery
- assessment and moderation of learners’ achievements
- evaluation of program effectiveness
purpose of learning needs analysis
- decide the LDNA approach
- indentify performance gap
- indentify root cause of performance dicrepencies
- indentify performance discrepencies in knowledge, skills and attitudes that should be addressed by means other than learning intervention
- identify type of learning intervention
- provide feedback on efficacy and effectiveness of learning intervention
proactive needs analysis
focus on future, performance problems that might occur in the future and are identified in the present in order to address them before they may occur and possibly have a negative influence on the organisation
reactive needs analysis
focus on the present
identifies current performance shortfall that must be addressed to improve employee performance and facilitate achievement of organisational goals
urgent need first, less urgent needs later
L&D needs analysis definition
systematic collection and evaluation of information to identify gaps in employee’s existing competency levels, skills, knowledge and attitudes, by gathering and analysing data about employees’ existing capabilities and organisations demand for skills
focus areas of L&D needs analysis
- sector of the economy
- organization as a whole or specific group or department in organization
- employees occupational tasks and roles
- individual
focus area 1: sectoral analysis
identifies key shortages and assess the relative importance of the identified shortages in the sector as these relate to national skills development plan
focus area 2: organizational analysis
determine company-wide goals and problems to determine were training is needed - formal skills audit
workplace skills plan = feed gap
examine internal environment that might influence job performance
information gathered from skills gap analysis - used to compile WSP
Skills development facilitator
obtain input from various role players in the organisation to ensure the plan focuses on needs that exists in the company
- buy-in and cooperation from management
- resource allocation
full benefit of training
- upgrade skills
- enabling change and transformation
- assisting organisatin to achieve and maintain competitive edge
- instilling a culture of lifelong learning
focus are 3: occupational/job task/ role analysis
address gap through department/section plan
task analysis consists of
- developing task statements
- determining homogenous task clusters, which are more usable and manageable than individual task statements
- identify competencies or knowledges, skills and attitudes and other behaviours required for job
applied competence
- foundational competence
- practical competence
- reflexive competence
applied occupational competence
knowledge and theory
practical skills
work experience
focus area 4: person analysis
feeds skills gap through personal development and plans
and department/section plans
identifies INDIVIDUALS who need training and what kind of training
