Training and Development class. CASE STUDY: Statewide Training Needs Analysis:

DISABILITY SERVICES AGENCY

The client

A large statewide public sector organisation providing support services throughout Queensland to persons with a disability.

The brief

A high level review of the agency had been undertaken (the Ford Review) resulting in wide ranging recommendations to improve the quality of services provided by the agency to its clients. A key recommendation was to undertake a comprehensive training needs analysis of the 1400 staff throughout the state to determine critical skill gaps and develop a strategic training and development plan for the agency.

My response

The methodology had to assess the training needs of expert and support staff in corporate and branch or regional offices, but specifically identify the needs of the 1200 care workers throughout the state. These staff were shiftworkers with very limited access to online information, poor computer literacy skills, and in some cases, poor literacy skills. They travelled to the client directly from home and direct contact with them was difficult. Capacity for every staff member to participate in the analysis was a critical factor. In addition, there were relatively high levels of anxiety resulting from the Ford Review and it was important that the approach encouraged people to not only participate but to provide honest and accurate information. It was agreed that a hard copy survey which covered the skills for all key areas of the work of the care provider would be the most beneficial method of assessing skill gaps. A comprehensive distribution process was designed to ensure all care providers received a copy and were able to complete and return their survey to the consultant at no cost. An extensive communication proves was undertaken during the project and a hotline to the consultant for questions and further information was provided. Survey data was validated with sample groups

My approach involved:

development of a survey instrument and methodology in consultation with a wide range of key staff, management, unions and consultative groups that represented care providers

one-on-one interviews with expert staff

distribution, collection, and analysis of hard copy collection of other data relevant to the job analysis

consultation with unions

consultation with key managers

analysis of all data against a framework of key issues developed in consultation with the client

A detailed report was produced which provided qualitative and quantitative analysis, highlighting significant areas of overlap in responsibilities between two levels of management, duplication of activities, time spent on key activities, areas of misalignment with existing position descriptions and accountabilities that were not being addressed, identification of barriers and blockages, key skills and knowledge required for the job and gaps, and anomalies in reporting structures.

The results

The findings were presented to the Branch management team and incorporated into a presentation to the Departmental Steering Group. Some areas of overlap and misalignment were able to be addressed immediately. The findings provided important data to Some areas of overlap and misalignment were able to be addressed immediately. The findings provided important data to support the introduction of refresher training in certain areas and provided significant information that helped the Branch in realigning business processes and roles. Camp, Blanchard and Huszczos training model - also views training as a holistic process with steps that must be followed and feedback given on each step to ensure effectiveness of the process. Steps in this model are the following: Gather and analyse data gather training needs and carefully analyse the training gaps. Establish objectives - establish the objectives the training wish to achieve. Identify resources identify and source the financial, physical and human resources that will be required to deliver training successfully. Develop curricula - develop training syllabus and content as per the objectives of training intervention. Plan logistics plan date, time, meals, venue of training and all other training related logistics. Perform training present and deliver training effectively. Facilitate transfer of learning ensure that learners will be able to transfer skills they learnt from training to their daily work activities. Gather and evaluate data evaluate training process, resources used and everything in order to identify what was good and what needs to be improved in the future training interventions (Erasmus et al, 2017) High Impact Training Model this is a six phase model focused on providing effective, targeted training that moves the training effort forward. The results of each phase is an input for the next phase. The following are the phases in this model: Identify training needs - specific training needed to improve job performance is identified. Map the training approach once the training needs are identifying, measurable objectives must be set and design must be mapped out. Produce effective learning tools training materials are created such as manuals and all other tools that will assist in the training programme. Apply successful training techniques training technique relevant to the training conducted must be used, e.g. one on -one training, group training, and computer based training etc. Calculate measurable results here a determination of whether the training results have achieved the objectives of the training is conducted, one here needs to also check if there has been any job improvement as a results of training conducted. Training and Development Track ongoing follow-through training must be regular and ongoing, as the organisation and its processes changes, training must be conducted for an organisation adapt to changes and stay competitive (Erasmus et al, 2017).

Question 2 (20 Marks) Compare and contrast Nadler's training model with Camp, Blanchard and Huszczos training model. Substantiate which model you would choose to assist the client in training their staff to provide support for the disabled.