不怕没有答案，只怕没问对问题

培训之所以需要评估是因为评估是保证最终培训课程设计及交付成功的基础。而进行有效需求分析的重要因素之一就是数据搜集工作。...

作者：Eva MacFarland

英文来源：ATD官网

翻译：培训江湖编译小组，版权归原作者所有，如需转载，请标明出处。

培训之所以需要评估是因为评估是保证最终培训课程设计及交付成功的基础。而进行有效需求分析的重要因素之一就是数据搜集工作。

数据搜集用处很大，比如：

• 为客户提出的业务需求提供数据支持和证明。
• 将业务需求、客户目标与理想的培训课程联系起来。
• 证实或否定在与客户第一次对话中你心中的某些预感。
• 确定目前的业务需求与理想状态下的业务目标有多大的差距。
• 确定目前的学员的绩效水平与理想状态下学员的绩效水平有多大的差距。
• 确定目前学员的技能和知识水平与理想状态下学员的技能和知识水平有多大的差距。
• 确定在学习环境中学员有什么需求。

有一些培训专家希望搜集到所有能够适用于手头培训项目的支持数据。他们痴迷于搜集数据的过程因为他们觉得数据调查的过程十分有趣。然而，培训需求分析的数据搜集阶段并不等同于调查—这里的数据搜集是为了帮助客户“就某一个具体问题进行动员行动”。因此，为了确保重点明确，培训专家必须在搜集数据时询问正确的问题。

你必须根据你与客户的最初的谈话来确定在进行数据搜集时你要问哪些问题。而你需要知道的有以下几点：业务需求、绩效需求、学习需求及学员需求。下面我们将针对这四个点列出一些针对性的问题，在创建你自己的数据搜集计划时你可根据客户的情况进行客户定制。

业务需求

• 培训必须要解决哪些问题？解决程度有多大？
• 培训必须要利用哪些机会？最初的目标是什么？
• 培训必须要支持哪些企业战略？有什么指标可用来检测这点是否成功？
• 培训中投入到需解决的问题、需利用的机会及需支持的战略的精力各自所占的百分比为多少？

绩效需求

• 理想状态的在岗绩效表现是什么样的？
• 目前员工的在岗绩效表现是什么样的？
• 理想状态下的在岗绩效表现与员工目前的在岗绩效表现有多大的差距？
• 我们该如何测量在岗绩效？
• 我们该如何管理在岗绩效并作出相应嘉奖？
• 要达到理想的绩效表现员工需要应用哪些工具和资源？
• 我们所期待的绩效表现需要什么样的工作环境？
• 在培训过后，学员们要实现在岗应用需要上层经理给予什么样的支持？

学习需求

• 学员目前已知什么？
• 学员现在能做些什么？
• 学员需要能够自如地应用哪些技能？应用程度要达到什么水平？
• 为了应用这些技能，学员要学习哪些知识？
• 在工作环境中将培训学习迁移至工作中会产生什么样的影响？
• 培训课程是否需要在每一位新员工入职时进行还是说这个培训只是一项一步到位的一次性培训项目？

学员需求

• 学员在该方面已经接受过何种培训？
• 之前的培训效果如何？
• 他们对课程要促进的在岗绩效持什么样的态度？
• 他们对计划好的培训项目持什么样的态度？
• 学员来自什么组织层级？
• 他们参与的培训时的环境如何（在岗培训、岗外培训、轮班之前或之后、是否获得经理的支持、课程安排地点是否需要工作日请假，还是在工作休息时间抽时学习）？
• 培训是强制性参加还是自愿参加的？

请回顾上述问题清单，及时更新你的调查问题，以便满足项目需要。当然，并不是每一个项目你都需要询问以上所有的问题。反之，你需要根据与你合作的组织对培训课程的需求来确定你应该问哪些问题。英文原文Training needs assessment is the foundation that guarantees the eventual training design and delivery hit the mark. A key element of an effective needs assessment is data collection.

Data collection serves multiple purposes:

• augments and validates the client’s presenting business needs；
• links the business needs to the client’s goal and the desired training initiatives；
• validates or refutes the hunches that came to you during the initial client conversation；
• defines the business gap between current business needs and the desired business goals；
• defines the performance gap between the current learner performance level and the desired learner performance level；
• defines the knowledge and skills gap between the current learner skills and knowledge level and the desired learner skills and knowledge level；
• identifies learners’ needs in the learning environment.

Some trainers want to collect all the data that could possibly pertain to the training issue at hand. They become enamored of the data collection process because research is interesting to them. However, the purpose of needs assessment data collection is not research—it is to help the client “mobilize action on a problem.” To maintain focus, it’s critical to have the right data collection questions.

You must develop data collection questions based on your initial conversation with your client. What do you want to know: business needs, performance needs, learning needs, and learner needs. Here are some examples of targeted questions for each needs assessment stage, which you can customize to a specific data collection plan.

Business Needs

• What problem(s) must be resolved To what measurable extent
• What opportunity(ies) must be capitalized upon What is the initial goal
• What strategy(ies) must be supported What measures will indicate success
• What proportion of the problem, opportunity, or strategic goal will be attributed to the training effort

Performance Needs

• What is a description of desired on-the-job performance
• What is a description of current on-the-job performance
• What are the specific gaps between desired and current on-the-job performance
• How is on-the-job performance measured
• How is on-the-job-performance managed and rewarded
• What tools and resources do the employees need to achieve the desired performance
• What is a description of the work environment in which the performance is expected
• What are post-training expectations for manager support for job application

Learning Needs

• What do learners know now
• What can learners do now
• What skills do the learners need to be able to do differently How well
• What do learners need to know to perform the skills
• What are implications in the work environment for transfer of learning back to the job
• Will training need to be delivered to new employees as they join the department, or it this a one-and-done training project

Learner Needs

• What training have the learners already had in this area
• How did previous training go
• What is their attitude about the job performance that is being targeted
• What is their attitude toward the planned training program
• What organizational levels will the learners come from
• What will be the context in which they attend training (on the job, off the job, before or after shift, with their managers’ support or not, arrangements made to be away from work, or expected to catch up on work during breaks)
• Will training attendance be voluntary or mandatory

Review this list and update it to help meet the needs of your projects. You won’t need to ask every question for every project. Instead, find the ones that will answer the questions based on the need presented and the organization you are working with.




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