Assessing Training Needs

1. Assessing Training Needs A Need Assessment Process Template Presented to the BOP, National Institute of Corrections Training Directors Network, May 2005 Robert Dibble, Jr., OK DOC and Robert Krieg, LA DOC

2. Objectives of Assessment Template • Observe basic principles of organizational data collection; • Establish sequence of steps in data collecting and use of surveys; • Establish qualified survey instruments; • Establish quantitative and qualitative methods for analyzing data; • Establish and observe important data collection and feedback protocols; • Identify precipitant problem based training needs. Dibble and Krieg, NIC/TDN

3. Data Collection • Identify most valid collection strategy given: • Available resources • Cost • Anticipated payoff from assessment • Use multiple data sources • CEO/Wardens/Admin.+direct reports+current performance standards compared to master or strategic plan • Rely on existing data whenever possible • Mix qualitative and quantitative methods • Use observation (even if brief) • Establish trust, rapport & buy-in from all respondents • Share results with participants Dibble and Krieg, NIC/TDN

4. Use Live Interview or Questionnaire? • It depends? • Do you have support and buy-in from the top? • Are your key top people capable of organizing and expressing their real concerns face-to-face, or on paper? • Will they tolerate direct questioning? • Do they have confidence in you keeping source of data confidential—this applies to rank-and-file as well. Dibble and Krieg, NIC/TDN

5. Suggested Process Sequence(Top Down) • Interviews/questionnaires with CEO/Warden/Administrators and review key direct reports; • Feedback to CEOs and and summary of direct report sources to pare down, clarify, and focus on key issues; • Use results for developing interview guide with department heads; • Use data from above for focus group guide with supervisors; Dibble and Krieg, NIC/TDN

6. Sequencing From Bottom Up • Use results for survey with statistically significant sampling of line level employees; • Develop data analysis template; • Report on findings; • Re-evaluate based on feedback to findings; • Present analyzed findings to upper and top management for final comment/validation; • Curricula and lesson plan development with delivery strategies developed following management oversight and review of assessment. Dibble and Krieg, NIC/TDN

7. Data Collection • Multiple information sources can reveal the ideal compared to the real. • What fits and what doesn’t ? Admin. CEO Warden H.R. UORs Logs Master Plan Observe Survey Dibble and Krieg, NIC/TDN

8. Start from the Top • Remember: It is the Leadership that • Sets the goals and objectives of the organization, • Establishes character and influences morale, • Energizes and drives organizations to achievement, and • Defines and refines the organizational mission and instills the teamwork necessary to meet that mission. Dibble and Krieg, NIC/TDN

9. Facility Manager/Administrator Interviews • View from the top • Improvement Areas v.s. Problem Areas • Impediments to achieving goals • KSAAs • Knowledge (cognitive only) • Skill (cognitive capacity and/or psychomotor development) • Ability (psychomotor capacity and/or cognitive development) • Attitude (affective value placed on personal performance or the “the want to + the will to”) Dibble and Krieg, NIC/TDN

10. Interviewing the Top • Examine external influences on future performance needs. • Ask for examples. • Ask how are these likely to change demands on employee performance? • Examine internal influences on current performance? • Ask for examples. • What would you want to improve on? • What steps do you think should be taken toward that improvement? Dibble and Krieg, NIC/TDN

11. Total Score=Impact Numeric value based on intersection of perceived deficiency level and consequence of same. Specific topics identified in interviews or written responses. Numeric value based on intersection of breadth and frequency perceived. Dibble and Krieg, NIC/TDN

12. Perceptions from the Top • Summarize reasons for new employee failure. • Give an example: • Behaviors • Attitudes • Summarize disciplinary behavior patterns in the past year. • Department related? • Time frames? • Periods of high or low frequencies? • Summarize employee complaints/grievances in the past year. • Related patterns? • Describe important problems affecting fiscal management. • What can you control? • What could employees control? Dibble and Krieg, NIC/TDN

13. Facts seen from the Top • Describe injury/illness experience. • Cyclical? • Primary causes? • On the job? • Off the job? • Other Problems? Dibble and Krieg, NIC/TDN

14. Sample Assessment Interview Guide • CEO/Warden/Administrators • What improvements would you like to make or problems you are dealing with? • Reduce overtime . • What else comes to mind? • Reduce the amount of contraband—seems to run in cycles • I can’t get the line supervisors to conduct or have conducted proper pat-down and cell searches. • I get way too many complaints about long lines through the visitors processing unit. • What do you fell interferes with goal achievement at this facility/unit? • Everyone wants to get paid but no one wants to do their job properly. When something goes wrong it is always someone else's fault. Cell block supervisors complain the field never gets the line crew in in time for count. • My tool shed is always a mess. It takes30-minutes of sorting and cleaning to be able to start accounting for tools. Dibble and Krieg, NIC/TDN

15. Remember Other Important Sources Dibble and Krieg, NIC/TDN

16. Human Resources • Reasons for new employee failure • Behaviors • Attitudes • Key comments from exit interviews • Formal disciplinary actions • Trends and patterns over time and specific periods of the year (high or low) • Incidents of injury on and off the job • Other problems experienced Dibble and Krieg, NIC/TDN

17. Business Managers • Fiscal Management • Important problems • Possible changes • Others affect on improvement • Other problem experiences Dibble and Krieg, NIC/TDN

18. Maintenance Superintendent • Physical plant management • What can you control? • What can others control? • What physical plant improvements would you make? • Employee injuries • On the job • Off the job • Rank from highest to lowest • Other problems you see? Dibble and Krieg, NIC/TDN

19. Inmate Education • Problems affecting educational programs • Employees’ affect • Positive • Negative • External factors • Controllable? • Employee injuries – on and off the job? • Rank from highest to lowest • Other problems experienced? Dibble and Krieg, NIC/TDN

20. Food Services • Biggest problems in food services • What can you control? • What can others control? • Any other problems being experienced? Dibble and Krieg, NIC/TDN

21. Medical Administrator • Biggest impact on health services delivery • Staff availability/competency • What can you control? • What can others help to control? • Other problems that need to be addressed Dibble and Krieg, NIC/TDN

22. After Key Interviews—Focus Groups • Structure focus group questions based on interview data. • Do other levels share same or similar perceptions? • Positives and negatives • What do they share and what is different • Are their priorities similarly aligned or are they different? Dibble and Krieg, NIC/TDN

23. Need Assessment Data Collection Sources Observe Wherever Possible CEO/Wardens/ Administrators HR/Exit Interviews Master Plan Comparisons Direct Reports UORs/Disciplinary Reports Similarities Disparities Eliminate Non Training Issues Unit Managers Shift Supervisors Lieutenants/Capt.. others Prepare Focus Group Survey/ Questionnaire Report Findings To all Stake Holders Rank-and-File Survey/Comments Eliminate Non Training Issues Data Analysis Dibble and Krieg, NIC/TDN

24. What Supervisors to Focus On? • Unit Managers • Shift Captains • Lieutenants • Mixed groups of supervisors • Sergeants • Programs/Recreation • Postal • Warehouse • Control Center • Others Dibble and Krieg, NIC/TDN

25. Rank-and-File OfficersRoutine Contact PersonnelNon Routine Contact Personnel (Surveys) • Questions derived from previous data • Brief and to the point • Simply worded but sufficient to reflect the quality of the data sought • Expressed in terms that may be easily ranked by range of importance, concern, and immediacy • Even numbered values structured to discourage mid-range plugging of data • Stress confidentiality Dibble and Krieg, NIC/TDN

26. Calculate Critical Rank-And-File Perceptions Dibble and Krieg, NIC/TDN

27. Data Analysis/Findings • Simple Matrix • Numeric Values • Summary of Findings • Ranking of Similarities • Notation of Wide Divergences • Categorizing of training issues v.s. other, i.e. disciplinary, recruiting, internal conflicts, external or internal constraints, etc. Dibble and Krieg, NIC/TDN

28. Apply High/Medium/Low Value Based on Upper Mgmt. Subjective Statements Dibble and Krieg, NIC/TDN

29. Apply High/Medium/Low Value Based on Upper Mgmt. Subjective Statements Dibble and Krieg, NIC/TDN

30. Crunch the Numbers Dibble and Krieg, NIC/TDN

31. Compare Topical Rankings • Management perceptions to rank-and-file • All life/safety issues rise to the top • Highest frequency and highest impact follow • Weed out other issues from training issues • Were people trained to address this issue? • Did people demonstrate competency/ability to address this issue at time of training? • Did people immediately apply competency and ability in addressing this issue on the job? • Are people currently applying competency and ability to this same issue? Dibble and Krieg, NIC/TDN

32. Here is the Bottom Line... You should only use training as a problem solving strategyWhen People Don't Know How to Do a Job or Task. Dibble and Krieg, NIC/TDN

33. Whose performance is concerning you? What’s the problem? Describe Discrepancy If No Is it worth Pursuing? Done If Yes If No Clarify Expectations Are Expectations Clear? If Yes Provide Resources Resources Adequate? If No Can we apply fast fixes? Provide Feedback Performance Quality Visible? If No Problem Sufficiently Solved? If Yes Done Go To Next Slide If No Dibble and Krieg, NIC/TDN

34. From Previous Slide If No. Is Desired Performance Punishing? Remove Punishment If Yes If No If Yes Remove Rewards Poor Performance Rewarding? Are Consequences Appropriate? If No Provide/Rearrange Consequences Performance Consequences Used Effectively? If No If Yes If Yes Go To A Next Slide Problem Sufficiently Solved? If No Calculate Costs Select Best Solution(s) Draft Action Plan Implement And Monitor Done Select and Implement Solutions Dibble and Krieg, NIC/TDN

35. A From Previous Slide Yes/Not Sure Genuine Skill Deficiency? Did It In the Past If No If Yes If Yes Used Often Provide Feedback If No Provide Practice Can The Task Be Made Easier? Simplify Task If Yes If No If Yes Remove Obstacles Any Other Obstacles? If No Done If No Replace Person Person Has Potential to Change? Select and Implement Solutions Calculate Costs Select Best Solution(s) Draft Action Plan Implement And Monitor Train Dibble and Krieg, NIC/TDN

36. Questions to Answer in Conclusions/Recommendations • Is it important that they get it right? • Is it important enough to be worth fixing? • Are expectations clear? • Do they know it, can they do it, and do they know why it is important? • Are they doing it wrong or are they just doing it different? • Is it rewarding to do it wrong? • How often do they perform it? • If their lives or careers depended upon doing it right, would they be able to do it right? Dibble and Krieg, NIC/TDN

37. So What Do You Do?(interventions/responses) • Provide formal training if indicated? • Provided guided practice? • Provide job aid? • Establish accountability standards? • Reward performers? • Punish non performers? • Reassignment? • Assist in updating resumes? • Or, do nothing? Dibble and Krieg, NIC/TDN

38. Credit Where Credit Is Due • National Institute of Corrections Training Directors Network, Federal Bureau of Prisons • Robert Dibble, Jr., Oklahoma Department of Corrections • Sharon Naquin, Ph.D., Louisiana State University, Workforce Development • Comprehensive Public Training Program, Training and Education Certificate Program, Louisiana Division of Administration • McKinsey Group, G.E./McKinsey Consultants Nine-Box Matrix • Robert F. Mager and Peter Pipe. Analyzing Performance Problems, 1970 • Jennifer A. Wilson, Ph.D., Blue Cross Blue Shield of Louisiana • Robert Krieg, La. Department of Public Safety and Corrections, Central Office. Dibble and Krieg, NIC/TDN