Integrating Training Needs Analysis, Assessment and Evaluation (PDF E-book)

  • ID: 2903325
  • Book
  • 269 pages
  • Knowledge Resources
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Are you integrating the practices of needs analysis, assessment and evaluation?

The key business practices of needs analysis, assessment and evaluation enable an organisation to create a competitive environment in which skilled employees and competitive business practices can assist the organisation to maintain its competitive advantage.

This book presents managers, HR practitioners and people development practitioners with information, practical guidelines and step-by-step processes for holistically and systematically simplifying and integrating these practices in order to assist with alignment to business processes.

We will guide you in:

- identifying strategic learning needs
- conducting a job profile analysis
- linking a job profile analysis to performance management
- conducting a needs analysis
- designing and developing a data-collection method
- applying an assessment strategy
- performing a task and goal analysis
- applying diagnostic, formative and summative assessment, as well as self-assessment
- applying assessment principles, methods, processes, practices and policies
- designing assessment instruments
- implementing an evaluation strategy
- applying evaluation practices and processes
- selecting a data-collection method in order to evaluate data
- reporting on evaluation results
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Foreword vii
Preface ix
About the authors xi
Icons used in this book xiii
Purpose of the book xiv
Outline of the chapters xv

CHAPTER 1: BUSINESS STRATEGY AND LEARNING
Outline of chapter 1
INTRODUCTION
11 IDENTIFY STRATEGIC LEARNING OBJECTIVES AND ALIGN THESE TO
TRAINING INITIATIVES
12 JOB PROFILE ANALYSIS
121 Job analysis
122 Job analysis is a systematic process involving five main elements
123 Focus on the job
124 Collecting information in order to conduct a job analysis
125 Application of a job analysis
126 People from whom, or ways in which, to collect the information
127 Additional methods of obtaining data
128 Company example
13 JOB PROFILE ANALYSIS AND PERFORMANCE MANAGEMENT
131 Performance management rating scale
14 CHANGING THE ROLE OF THE TRAINING PRACTITIONER
141 Practical guidelines for fulfilling the role of business partner
15 GUIDELINES FOR APPLYING A BUSINESS AND LEARNING STRATEGY
REFLECTION
Questions for reflecting
SUMMARY

CHAPTER 2: NEEDS ANALYSIS
Outline of chapter 2
INTRODUCTION
Definition of terminology
Needs assessment incorporating a needs analysis
Organisational analysis
Individual analysis
Task analysis
Methods that are used in needs analysis
21 THE PURPOSE OF A NEEDS ANALYSIS
211 The stakeholders in HR development and assessment
22 STAKEHOLDER INVOLVEMENT IN THE TRAINING NEEDS ANALYSIS
PROCESS
23 THE NEEDS ANALYSIS PROCESS
231 Collect information on an ongoing basis in order to identify potential
issues or problems
232 If an issue or performance problem is identified, consult with
management in order to agree on whether such issue or problem is training-related
233 If it is training-related, identify relevant criteria (norms, benchmarks,
work standards, desired current of future performance levels)
234 Select a data-collection method and procedures appropriate to the
issue or problem being analysed
235 Collect data and analyse the results
236 Report results and recommendations to the client for inclusion in
the training plan if considered a strategic priority
237 If the recommendations are accepted, use the identified needs for
selecting or designing a learning intervention
24 OTHER TYPES OF ANALYSIS
241 Organisation or situation analysis
242 Learner-profile analysis
243 Task analysis
244 Skills and competency analysis
245 Skills audit – Skills Gap Analysis (SGA)
25 SELECT THE MOST APPROPRIATE LEARNING INTERVENTION BASED
ON THE FINDINGS OF THE NEEDS ANALYSIS
251 Skills audit application
26 LINKING NEEDS ANALYSIS TO THE PERSONAL DEVELOPMENT
PLAN (PDP)
27 GUIDELINES FOR APPLICATION
REFLECTION
Questions for reflecting
SUMMARY

CHAPTER 3: ASSESSMENT PRACTICE
Outline of chapter 3
INTRODUCTION
31 THE PURPOSE OF ASSESSMENT
311 What is assessment?
312 Competence
313 Why use assessment as a measurement to determine
competence?
32 DESIGN AN ASSESSMENT STRATEGY
321 Guidelines for designing a comprehensive assessment strategy 94
322 Processes included in the overall assessment strategy
33 THE CRITERIA FOR COMPETENCY-BASED ASSESSMENT
331 The main differences between traditional and outcomes-based
assessment
332 Guidelines that can be applied in respect of outcomes-based
assessment
333 Assessment against formal and informal learning
34 PLAN THE ASSESSMENT PROCESS
341 Stages in planning the assessment
342 The assessment process
343 The stages of the assessment process
35 ASSESSMENT PRACTICES
351 Principles of fair assessment practice
352 Compliance with the requirements for assessment stipulated by the
SAQA Act
353 Validation of assessment
354 Principles of best-practice assessment
355 Evidence
356 Reassessment
357 Appeals procedure
358 Integrated assessment
359 Recognition of achievements
3510 Access, progression, portability and articulation
3511 Assessment methods and instruments
3512 Alternative assessment
3513 The role of the assessor
3514 The role of the moderator
3515 Guiding and informing learners through continuous formative
assessment
36 ASSESSMENT POLICY
361 Example of an assessment policy
37 IMPLEMENTING ASSESSMENT IN THE WORKPLACE
371 Introduction to workplace assessment
372 Assessing the elements of competence
373 Assessment criteria
374 Workplace assessment decisions
375 Problems related to learning
376 Learning and the assessment contract
377 Case study
38 GUIDELINES FOR PROFESSIONAL ASSESSMENT PRACTICE
REFLECTION
Questions for reflecting
SUMMARY
Acknowledgement

CHAPTER 4: ASSESSMENT INSTRUMENT DESIGN
Outline of chapter 4
INTRODUCTION
41 GUIDELINES IN RESPECT OF ASSESSMENT INSTRUMENT DESIGN
42 THE DIFFERENT TYPES OF ASSESSMENT
421 Criterion-referenced assessment
422 Norm-referenced assessment
423 Diagnostic assessment (baseline)
424 Formative assessment (developmental)
425 Summative assessment (judgemental)
43 ASSESSING APPLIED COMPETENCE
431 Holistic assessment
432 Applied competence
44 INTEGRATED ASSESSMENT
45 THE LEVEL OF ASSESSMENT ACCORDING TO NQF-LEVEL DESCRIPTORS
451 Descriptor categories
452 Levels of learning according to NQF-level descriptors
46 APPLICATION OF BLOOM’S TAXONOMY
461 Thinking and knowing
462 The application of skills
463 Attitude, feelings, values and behaviour
47 ASSESSMENT METHODS
48 ASSESSMENT INSTRUMENTS
481 Identifying the assessment method and evidence
requirements
482 Critical cross-field outcomes (CCFOs)
49 COLLECTING THE EVIDENCE TO BE ASSESSED
410 QUALITY CRITERIA WITH WHICH EVIDENCE SHOULD COMPLY
411 MARKING MEMORANDUM
412 GUIDELINES FOR PLANNING SOUND ASSESSMENT INSTRUMENT
DESIGN
REFLECTION
Questions for reflecting
SUMMARY

CHAPTER 5: EVALUATION OF LEARNING
Outline of chapter 5
INTRODUCTION
51 THE PURPOSE OF EVALUATION
52 THE EVALUATION STRATEGY
521 The elements of an evaluation strategy
522 The steps in the evaluation process
53 EVALUATION MEASURES
531 Efficiency
532 Effectiveness
533 Impact
534 Sustainability
535 Criteria for effective evaluation
536 Performance before and after training
537 International measurement areas
538 The costs associated with the learning intervention
54 EVALUATION MODELS
541 Summary of evaluation models
542 The Kirkpatrick four-level evaluation model
543 Use of the various models
55 THE EVALUATION PROCESS: DATA COLLECTION
551 Data-collection methods
56 ANALYSE THE RESULTS IN ORDER TO MEASURE THE RETURN ON
INVESTMENT (ROI)
561 Return on investment (ROI)
562 A model for isolation, estimation and adjustment
of non-training variables
563 The process of adjusting for the influence of non-training variables
(NTVs)
57 REPORTING ON THE EVALUATION RESULTS
571 Effective reporting
572 The need for a reporting plan
573 Format of reports
574 Format of the final report
575 Example of a final report
58 GUIDELINES FOR APPLYING EVALUATION IN THE WORKPLACE
59 CLOSING THE LOOP – INTEGRATING NEEDS ANALYSIS, ASSESSMENT AND
EVALUATION
REFLECTION
Questions for reflecting
SUMMARY
Acknowledgement
integrated needs analysis, assessment and evaluation methodology:
executive summary
Glossary
Internet sites
References
Index
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