Skills Training Assessment & Analysis : Skills Training Assessment & Analysis http//www.treqnauniversity.org
21st Century Approach to Training : 21st Century Approach to Training Identify Job Knowledge and Skills.
Obtain necessary training programs for needed Knowledge and Skills.
Deliver training and confirm competence.
Apply the training to the job. Competitive Competitive Advantage Advantage Competitive Competitive Advantage Advantage Strategically Strategically Competitive Competitive Strategically Strategically Competitive Competitive Delighted Delighted Customers Customers Delighted Delighted Customers Customers Increased Increased Profits Profits Increased Increased Profits Profits http//www.treqnauniversity.org
Training Needs Analysis : Training Needs Analysis A proven methodology for training.
Provide a logical basis to train only what is needed.
Confidence that people trained can do the job.
Flexibility in use of training materials. http//www.treqnauniversity.org
Why Training Needs Analysis? : Why Training Needs Analysis? Training programs should always address a specific need.
Training is a tool used by management in exploiting opportunities for improvement. http//www.treqnauniversity.org
Criticality & Level of Performance to Job : Criticality & Level of Performance to Job The first steps of the Training Needs Analysis, include
Grids of the Unit Specific Major Equipment & Systems as
compared to each identified individual job function
family.
Comparison examples are measured in terms of
“Criticality” and “Level of Importance” specifically
required of a specific job function family to a specific
equipment item. http//www.treqnauniversity.org
Example Major EquipmentCriticality & Performance Grid : Example Major EquipmentCriticality & Performance Grid
Job Function Specifics : Job Function Specifics Specific skills, knowledge’s and behaviors are developed
for each job level as compared to each major piece of
equipment and based on criticality and importance levels.
Non-equipment process and business related specifics
are also addressed :
Safety
Environmental
Industrial Hygiene
ETC. http//www.treqnauniversity.org
Traditional Training Path : Traditional Training Path Potential Problems:
Poorly Designed Training
Not Conducive to Learning
Poor Coordination
Duplication of Effort
Too Much Training
No Time to Implement
Wrong Delivery Method
Failure of Trainee to Apply
Lack Management Support
Continued Ineffective Training Potential Problems:
No demonstrated competence
Expensive mistakes
Gaps discovered with incidents
Important areas not covered
Varying performance standards
Others must carry non performers http//www.treqnauniversity.org
Training Path Most Effective : Training Path Most Effective http//www.treqnauniversity.org
Slide 10 : Strategy http//www.treqnauniversity.org
Y = f (X) Performance Based Training : Y = f (X) Performance Based Training Start http//www.treqnauniversity.org
Slide 12 : Y = f (x) Relates to your Process Customer
Critical
Criteria Cost Quality Delivery Voice of
Customer Process
Output
Variables Voice of
Process Supplier SIPOC Process & Training Training
Competency http//www.treqnauniversity.org
Performance Based Needs Analysis : Performance Based Needs Analysis http//www.treqnauniversity.org
Group Process : Group Process Owner/Developer
Jointly Define the Specific Training Needs for each Job Function.
Advantages
Disadvantages http//www.treqnauniversity.org
Owners Curriculum Council : Owners Curriculum Council Purpose and Ultimate Authority
Focus on a Constancy of Purpose and a Resolve
for Excellence in all that we do. “All that we do”
must be in direct alignment with the Strategic
Plans.
Mission
Membership
Responsibilities http//www.treqnauniversity.org
Performance Model : Performance Model Performance Based Training
Needs Analysis
Mission Statement
Key Job responsibilities http//www.treqnauniversity.org
Recommendations : Recommendations Once a Specific Job Function Training Needs Analysis has
been completed, make recommendations to the
Curriculum Council;
Define Training
Define Content
Define delivery Methods
Define Approximate Costs http//www.treqnauniversity.org
Slide 18 : Needs
Assessment Priority
Support Needs
Analysis Task Skills
Analysis Input Process Output Owner/Field
Management Training Based on
Strategic Direction Assess SME, Data,
Strategic Goals Detailed results of
SKA Goals Deficiencies, Solutions,
Prioritize Micro Level
Subjects, $, Hours,
ROI Curriculum Council
Approves, Provides $ Performance Objectives
Target Descriptions,
Deficiency Analysis Learning Hierarchy,
Plan & Design based
on Strategy http//www.treqnauniversity.org
Slide 19 : Pilot
Program Course
Development Add to
Records
System Consider all outputs
against resources. Develop course, target
group, deadlines, schedules,
Timing. Title, describe, group,
curriculum objectives. Course material,
trainer guides
evaluations, support
plan, implement,
management overview. Complete program &
Instructor guides. Cataloged in company
wide systems, records,
schedules. Input Output Process Need/Task Analysis,
goals, Constraints Available vendor, and
other resources. Final
strategy on delivery Program
Search
Slide 20 : Instructor
Training Implement
Training Evaluate
Process Competent instructors
Grounded in strategic goals
and course materials. Instructor criteria,
complete program,
schedule. Schedule participants,
program support system,
management overview. Measurement system,
learning applications,
specific skills transfers. Employee’s trained
accurately for desired
Competencies. Record’s
updated, management
reinforces, & celebrates. Learning retention, apply
Skills, Behavior changes,
productivity improves,
identify revisions, process
maintained evergreen. Input Process Output http//www.treqnauniversity.org
Importance of DoingTraining Needs Analysis : Importance of DoingTraining Needs Analysis Criticality of Performance
Based Specific Training Needs Analysis http//www.treqnauniversity.org
Criticality & Level of Performance to Job : Criticality & Level of Performance to Job The first steps of the Training Needs Analysis, include
Grids of the Unit Specific Major Equipment & Systems
as compared to each identified individual job function
family.
Comparison examples are measured in terms of
“Criticality” and “Level of Importance” specifically
required of a specific job function family to a specific
equipment item. http//www.treqnauniversity.org
Example Major EquipmentCriticality & Performance Grid : Example Major EquipmentCriticality & Performance Grid http//www.treqnauniversity.org
Example Major EquipmentCriticality & Performance Grid : Example Major EquipmentCriticality & Performance Grid http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Organize a Curriculum Council team
Create Vision and Mission Statement development
Comprehensive listing of each Units Major Equipment and Systems
Define all Job Function Families
Create Grid to compare Job Functional needs http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Basic Training Needs Assessment and Analysis
Develop Recommended Training Suggestions
Develop Mission Statements and Specific Key Job
Responsibilities
Select Subject Matter Experts http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Specific Job Function Training Needs Assessments
Perform “Analysis” of the specific Job Function Training
Needs Assessments
Publish Analysis
Develop Specific Training Topic Layouts
Cost Benefit Analysis
Recommendation to Curriculum Council http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Set aggressive target dates for completion
Develop tracking device for use in measuring training module development and data personnel systems entry
Organize a cross-functional Training Review Team http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Recommend Organize data compiling system
Suggest Training Resources
Recommend Organize Training Resource Library http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Recommend organized data entry process
Review each units equipment and systems, processes, commissioning projections, and organize development of training
Recommend Best Practices of electronic and hard copies of training materials and updates for evergreen process http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Develop and administer tracking system
Identify the training progress
Organize a Training Review Board Teams
Function as Training Consultant (if needed) http//www.treqnauniversity.org
Overview Performance Based Curriculum : Overview Performance Based Curriculum Advantages and Benefits
Disadvantages and Constraints http//www.treqnauniversity.org
Performance Based Results Model : Performance Based Results Model http//www.treqnauniversity.org
Slide 34 : http//www.treqnauniversity.org
Slide 35 : What is the Cost of Poor Quality Training Research
Design
Sales
Service
Engineering
Maintenance
Manufacturing
Process http//www.treqnauniversity.org
Slide 36 : Cost of Poor Quality $ of Conformance
Prevention Cost
Cost of preventing problems before they happen
Appraisal Costs
Cost of detecting if there is a problem $ Non Conformance
Failure Costs
Internal Cost of failures the customer does not see
External Cost of dealing with failure that reach the customer http//www.treqnauniversity.org
Prevention Costs : Prevention Costs Training
Competency Testing
Simulations
Standard Operating Procedures
Root Cause Investigations and Corrective Actions
Continuous Improvement Efforts http//www.treqnauniversity.org
Failure Costs Examples : Failure Costs Examples Training Not Adequate
Does Not Contain Measurable, Trackable Objectives
Lacks Proper Resources for Learning Objectives
Lacks Qualified Trainers or Standardized Training
Training Programs and Materials Not Up To Date
Lack of Testing to Determine Trainees Competency and Skills Levels
Communications Breakdowns
Continuity of Info
Accuracy of Info
Unrelated Instructions
Precise Instructions
Instructions Understanding
Work Team Knowledge Levels http//www.treqnauniversity.org
Failure Costs Examples : Failure Costs Examples Indicators of training or development needs for your stakeholders:
Trainee or Intern Training Programs
Delighting your customers
New Employees or Promotions
Career and Management Development Programs
New Supervisors
Gaining competitive business advantage or market share
Performance Problems
Production Problems
Safety, Health, or Environmental Problems
New Technology
Mission Changes
Sales Management or Service Inspection Deficiencies
Laws and Regulations http//www.treqnauniversity.org
Slide 40 : Vision Strategy Structure Processes People Loyal Customer Award Results http//www.treqnauniversity.org
“Win - Win” Situation : “Win - Win” Situation Project Team
Assurance that the operations and maintenance people involved in the commissioning, start-up and operations are competent.
Avoid delays and schedule slips due to a lack of qualified people.
Customer
An evergreen process that can use for training new people for what ever cause.
Gain Confidence in their people as Competent Operations and Maintenance personnel. http//www.treqnauniversity.org
Slide 42 : About the Author
Charles E. Wilson, Ph. D. is President/CEO of Lakota Training &
Development. As well he owns and operates LTD Publishing and Six
Sigma Doctor. Wilson is the author of several books, including "Six
Sigma Deployment". He serves on TreQna Board of Directors, the
Board of Directors for Brazoria County Dream Center, and has
responsibility for knowledge development for TreQna University.
Dr. Wilson holds multiple degrees in Psychology. He is a
motivational speaker, training facilitator, training developer,
management coach, business improvement consultant, and author.
Charlie has 36 years of experience in the business and coaching
worlds.
Please visit http://treqnauniversity.org to learn more about effective
and unique “blended learning” and “be able to do” skills approach for
Six Sigma training.