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National Weather Service Training Center
Hydrometeorology & Management Division
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Needs Analysis |
1. Introduction
The first step in any training program is to determine whether training is needed and, if needed, to specify what
that training should accomplish. This process can be broken down into two parts, a needs analysis phase
and a training objectives phase. This lesson will concentrate on the needs analysis aspect while development
of specific training objectives will be addressed in a later lesson.
2. Needs Analysis
a. What is Needs Analysis?
Mitchell (1993) describes needs analysis as "an examination of the existing need for training within
an organization". In other words, it identifies performance areas or programs within an organization where
training should be applied. A needs analysis gathers information about present practices and compares these practices
to the desired way of doing business. The difference between where you are now and where you want to be defines
where a training program should concentrate its effort.
This information also establishes a baseline against which training accomplishments can be measured. If you know
where you started, it is easier to determine if your training has been effective.
A needs analysis may identify more than one training need. These needs should be prioritized, and either placed
into a formal training plan, or form a data base for future training.
b. Is Training Really the Answer?
Let's say your MIC comes to you and says: "We have a problem. Develop a training program to solve this problem."
How do you react to this request ? The first thing you don't do is to jump into the design of a training program.
The first thing you do is to investigate the problem. Clearly and accurately state the problem, and, if possible,
determine the real cause of the problem. Ensure that training is the proper solution to that problem. It may be;
it may not be. If training is a solution, go forth and develop an appropriate training program. If training is
not the solution, talk to your MIC about what you found and make recommendations to solve the problem by means
other than training.
Four kinds of problems have been identified: systemic problems, organizational problems, motivational problems,
and skill problems.
systemic problems: A systemic problem is related to the way in which a system works, whatever that
way may be. For example, a few years ago the National Weather Service (NWS) had a backlog of Met Interns at the
GS-9 level awaiting promotion. This bottleneck caused a problem. The movement of these Interns into Forecaster
Development positions at the GS-11/12 level was slow due to budget constraints placed on the Modernization and
Associated Restructuring (MAR). Training can not solve systemic problems like this one.
organizational problems: Organizational problems lie in the way an office or program is organized. For example,
the MIC of a WFO insists that he/she make all administrative and public relations decisions for the office. This
approach tends to cause delays in some of the routine administrative functions within the office, particularly
when the MIC is out of the office. The problem in this situation is organizational, a lack of delegation of authority
by the MIC. In general, problems like this are not solved by training programs. However, a training seminar on
delegation for the MIC may be part of the solution.
motivational problems: Trainers are sometimes asked to motivate employees. Employee motivation is
not a training function; it is a supervisory function. Also remember that true motivation comes from within, not
from external factors. Training may be part of the solution to a motivation problem, but it alone will not create
motivation.
As a Science and Operations Office (SOO) or Development and Operations Hydrologist (DOH) at a WFO/RFC, the subject
of learner motivation will arise. You will be involved in this area of motivation as part of your management duties.
skills problems: Skills problems fall into the domain of train-ing. The aim of training is to change
the way a trainee does something, i.e., create a change in his/her knowledge or skill level. Identifying what skills
need to be changed is a primary concern of needs analysis. This kind of problem is a training issue.
The bottom line: when solving problems, ensure that training is really the solution to the stated problem before
developing and conducting any training.
c. Training Need Categories
One way to review office operations for potential training topics is to examine these operations in terms of five
categories of training needs listed by Rae (1992):
o newcomers to an organization
o a change in work within an office
o improvement of a poor performer
o developmental requirements
o consideration of a potential promotee
Let's examine each of these categories individually and define what each category refers to.
newcomers to a organization: When a new employee arrives at an office, he/she needs to become acquainted
with the duties and responsibilities of his/her new position. This may require a formal training program for personnel
new to an organization; or it may be as simple as a good orientation for someone transferring in from another part
of the organization. In any case, don't overlook the need for training as part of a new employee orientation program.
a change in work within an office: Change is a constant part of any business. Some changes evolve
slowly while other changes arrive suddenly. These changes may include things such as a formal business re-organization,
new tasks, new equipment, or new software. These types of change require training and will probably be the
biggest source for new or continuing training requirements.
improvement of a poor performer: Occasionally inefficient, ineffective or incorrect performance by
an employee requires a change in the way an employee does something. Training may be the vehicle used to make this
change easier. Identification of the need for this type of training is not always easy.
developmental requirements: Many employees seek tasks or knowledge that go well beyond their basic
job requirements. These desires are referred to as their self-actualization or self-development needs. Supervisors
can often help motivate employees by helping them satisfy these needs through training.
consideration of a potential promotee: In some organizations training is provided as part of an internal
advancement program. This training encourages personnel to seek higher levels of authority and responsibility,
as well as provide some of the skills needed for these higher positions. The Forecaster Development Program fits
into this category.
The exercise at the end of this chapter will ask you to explore each of these areas as they relate to NWS training
needs. This can done by asking questions such as:
Who is to be trained?
What will the training consist of?
Why is training needed?
3. Analysis Methods
Mager (1984) describes a number of procedures that can assist a trainer in determining whether deficiencies exist.
Five of these procedures are briefly described below. Only the first two, however, will routinely help a trainer
during the needs analysis process.
a. Performance Analysis
"The performance analysis is used to determine why people aren't doing something they are supposed
to be doing, or why they are doing something they shouldn't be doing." This analysis looks for the difference
between actual performance and a desired perform-ance. For example, examination of winter watch and warning verification
statistics shows that one forecaster consistently issues watches that are double the area of watches issued by
the rest of the forecast staff. These watches significantly contribute to a larger than desired false alarm rate.
The focus of the training in this case would be to help this forecaster reduce the size of the winter watches that
he/she issues.
b. Critical Incident Analysis
Critical incident analysis tries to answer the question: "What isn't happening according to expectation?"
This process attempts to identify deviations from normal performance with an objective of returning things to normal
operation. This type of approach might be used to focus on the cause of a series of accidents.
c. Task Analysis
Task analysis breaks down large tasks into small, step-by-step components so that each component can be taught
as a separate step. This approach is useful for teaching people how to operate a piece of equipment such as a computer.
Each step is fairly simple and easily learned, but must be combined with other steps to accomplish the primary
task. This process is not a needs analysis method.
d. Target Population Analysis
The objective of target population analysis is to not teach people what they already know. With "careful
examination of the characteristics (abilities, education, interests, biases, experience) of those for whom the
instruction is intended ... it is possible to select instruction for any individual by subtracting what the individual
knows from what the individual needs to know." The bottom line: match the training to the needs of the individual.
This process is more important in training design and development than in needs analysis.
e. Goal Analysis
"The function of goal analysis is to define the indefinable, to tangibilitate the intangible - to help you
say what you mean by your important but abstract goals ... to identify the main performances that go to make up
the meaning of the goal." For example, how do you measure someone who should "develop proper customer
attitude"? This analysis is a tool for design and development of training material.
4. Concluding Remarks
Needs analysis is the first and most important step in any training process. If there is no training need, there
is no need for training. In these days of tight fiscal and temporal budgets, the NWS must make optimum use of its
training time and resources. This means that important training needs must be identified up front so that these
resources can be best utilized.
References
Buckley, R., and J. Caple, 1991: One-to-One Training and Coaching Skills. Pfeiffer, San Diego, CA, 138 pp.
Mager, R.F., 1984: Goal Analysis. Revised 2nd edition. Lake Publishing, Belmont, CA, 139 pp.
---- , 1988: Making Instruction Work. Lake Publishing, Belmont, CA, 200 pp. [Part I, Chapters 4, 5, 6 and 8]
---- and P. Pipe, 1984: Analyzing Performance Problems. 2nd edition. Lake Publishing, Belmont, CA, 143 pp.
Mitchell, G., 1993: The Trainer's Handbook, The AMA Guide to Effective Training, 2nd Edit. AMACOM, NY, 423 pp.
[ Chapter 5 ]
Rae, L., 1992: Guide to In-Company Training Methods. Pfeiffer, San Diego, CA, 177 pp.
Review Questions and Exercises
Use the following questions to review the content of this lesson.
(1) Define "needs analysis".
(2) Match the following kinds of problems with an example of the problem.
| _____ systemic | A. Jane Forecaster is "sick" of her job. |
| _____ organizational | B. The Met Intern backlog |
| _____ motivational | C. Joe Forecaster cannot diagnose divergence patterns on WSR-88D images. |
| _____ skills | D. The MIC makes all office decisions. |
Appendix A
Answers to the Review Questions
(1) "Needs Analysis" is "an examination of the existing need for training within an organization."
(2) Systemic problems - B
Organization - D
Motivational - A
Skills - C
(3) Newcomers ... E
A change ... C
Improvement ... A
Development ... B
Consideration ... D
(4) A and B