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Top Ten Tips

	Really Fast Storyboarding for E-Learning Projects
	Useful Instructional Methods
	What's The Meaning Of That Idea? Analyzing and Teaching Concepts
	Teaching Concepts: Combining Science and Creativity
	Criterion-Referenced Checklists: The Workhorse of Evaluation
	The Job Aid: A Reliable, CHEAPER Alternative
	Interview Analysis: Faster, Easier, More Accurate
	Authentic Activities to Enhance Transfer of Skills, Part 2
	Writing Worthwhile Objectives
	Objective-Based Tests: Better and Faster!

Complete Tips Archive

	Save Time Working With Subject Matter Experts
	Subject Matter Expert or High Performer?
	Save Time With a Detailed Audience Analysis
	Objective-Based Tests: Better and Faster!
	How to Come Up With the Condition Statement Within a Learning Objective: What Condition is Your Condition In?
	Interview Analysis: Faster, Easier, More Accurate
	Are You Doing Everything You Can to Get Full Attendance in Your Programs?
	Faster, Easier, BETTER Script Writing by “Writing To The Question”
	Really Fast Storyboarding for E-Learning Projects
	Content Analysis: Better and Faster—With POST-ITS
	Design Strategies for Rapid Development
	Authentic Activities to Enhance Transfer of Skills, Part 1
	Authentic Activities to Enhance Transfer of Skills, Part 2
	Writing Worthwhile Objectives
	You Want It When?
	Evaluating Learner Performance
	Criterion-Referenced Checklists: The Workhorse of Evaluation
	Too Many Ideas?
	The Job Aid: A Reliable, CHEAPER Alternative
	Create a Better Message
	ROI Before or After?
	ROI Before or After: Part 2 "The Process"
	Doing Things Right
	Take Two - Doing Things Right
	Who is the True Client?
	Overcoming Barriers
	Useful Instructional Methods
	Video and E-Learning: New Opportunities for Instructional Developers
	Presenting Authentic Objectives
	Roleplays Can be Your Best Choice (Part 1)
	Roleplays Can be Your Best Choice (Part 2)
	When Do Objectives Help The Most?
	The Project's Over -- What Happened? Part 1
	The Project's Over -- What Happened? Part 2
	What Makes A Great Online Learner? Two Keys to Online Success
	Testing and Evaluation: The Top Ten List
	Introducing -- Introductions
	When Content Exists Use Resource Management Modules
	To Blend -- Or Not To Blend
	More Needs Analysis = Less Training
	Measuring Transfer for Results and Glory
	They Learn It On Their Own with "Stumper"
	Instructor/Facilitator Guides, Part 1: How Detailed Should The Guide Be Written?
	Instructor/Facilitator Guides, Part 2: Tips and the Value of Creating a Detailed Guide
	A Robust Procedure For Lesson Design
	Criterion-Referenced Checklists: The Workhorse of Evaluation
	Vendor Selection
	Concurrent Development: Ways to Handle the Documentation Gap
	Tap Into Your Team’s Talent
	Business Needs: Your Guiding Light For Creating Results Oriented Learning Experiences
	Coaching With DSA Tips
	How Do You Feel?
	Measuring Attitudes
	What's The Meaning Of That Idea? Analyzing and Teaching Concepts
	Teaching Concepts: Combining Science and Creativity
	Visualizing For A Better Needs Assessment
	How a Master Thinks: Performance Before Presentation
	SuperFrames: Combining Job Aids and Performance-based Activities to Increase Transfer
	Create a Better Message
	Uncovering Hidden Talent in Your Organization
	From the Business Need to the Learning / Training Goal
	Learner Validation for E-learning Courses
	Boost Your Professional Development

Today's Tip
More Needs Analysis = Less Training

Every single time DSA has created a needs assessment/analysis study for a client, we have lessoned or eliminated the requirements for formal training. I am sure this has also been your result when you have completed a true needs assessment/analysis study, looking for the root cause of high priority needs.

Case in point…Phone rings…I answer …Client speaks – “I understand you do course development?” Me speaking –“Yes, we do!” Client – “Great, I need six two-day courses put together for our sales force.” Me – “ Wonderful. Please tell me more about your situation…”

Long story short, I was able to turn the client around from a training request and get an agreement to conduct a needs assessment/analysis before developing any training. The result was only four days of training, highly focused on what their new field sales force really needed and seven, YES seven, categories of non-training recommendations.

So why don’t we do more needs assessment/analysis studies? Below are 5 main themes we heard from interviewing training people from one very large internal training department of a manufacturing company:

1. Internal customers’ current perceptions and expectations of the TRAINING department
2. Lack of knowledge/skills to do needs assessments/analysis
3. Non-Supportive cost model – training department is set up to be paid for people attending training classes
4. Lack of alignment with Needs Analysis as a training department’s organizational goal
5. Job roles misaligned with Needs Analysis – Reinforced for training, lack of internal line manager support and commitment to needs assessment/analysis – they think they already know the needs

Do some of these themes sound a little familiar to you? Click here to see some of our recommendations.

I hope that one or more of these general recommendations will help you to help your organization value needs assessment/analysis studies and to perform them in all appropriate situations.

Regards,

Darryl

PS. Want to hear more on this topic? Darryl will be speaking on More Needs Analysis = Less Training at the Training 2007 Conference in Orlando on Monday, Feb 27th.

Article © 2007 Darryl Sink & Associates, Inc