What is a needs analysis, however?

In this article, we will try to provide the answer, as well as walk you through the steps
to execute a winning needs analysis plan.

Needs Analysis Table of Contents

1. What is needs analysis?

2. Benefits of Needs Analysis
3. When to conduct needs analysis?
4. How to conduct needs analysis?

One of the biggest obstacles learning professionals are facing right now
is identifying the difference between training issues and performance issues.
For example, issues in performance or productivity are almost always addressed by
the training programs provided by the company or organization.

While standard training programs are designed to be helpful, they are not meant to
resolve all productivity or performance problems regardless of how good a
training program is. Training programs are not cookie-cutter solutions, that is why a
thorough needs analysis is necessary not only to identify what the problem is but
also the root cause of it and how to effectively address it.

What is needs analysis?

Needs analysis definition involves the process of identification and evaluation of

needs. It is the first step that should be taken in order to successfully develop an
effective training program (Bleich, 2018). It is a vital process that helps businesses
determine the specific training and training period they need to provide their
employees for them to become productive and efficient (Morrison, 2020).

Needs assessment vs. needs analysis vs. training needs analysis

Needs analysis and needs assessment are often used interchangeably, but instead
of being synonymous terminologies, they play different but related roles in the
process of identifying performance issues and/or opportunities and analyzing if
training is necessary to address them or not (Christensen, 2018). Christensen further
explains that needs assessment, needs analysis, and training needs analysis refer to
key steps in the process of determining “value-added solution” to a performance
problem. These steps, however, can be tricky when terms are “misunderstood and
used incorrectly” as the process offers a systematic approach, which involves a
proper transition between steps in order to achieve positive results.

Christensen (2016) also developed a concept map that reveals the roles of needs
assessment and analysis in the process of identifying problems and/or opportunities
begins by conducting a needs assessment, which employs needs analysis in the
process to identify skills or knowledge gaps. By conducting a needs assessment, an
organization will be able to figure out which performance problem or opportunity
needs training intervention and which does not. If there are issues that are
recommended for training intervention, the next step will be to conduct a training
needs analysis to figure out what type of training should be provided.

Additionally, the term “training needs analysis” refers to the process of gathering and
analyzing to determine the training needs an organization has to provide to its
employees (Reed & Vakola, 2006). Carlisle et al. (2011, p. 688) define training
needs analysis as a “methodological investigation and analysis into an organization’s
current and desired performance levels, focusing heavily on the ability of its staff and
their support networks.”

Benefits of Needs Analysis

Needs analysis offers an array of benefits to organizations such as the following

(Morrison, 2020):
  Identify knowledge and skills gaps. Needs analysis helps organizations
become proactive in approaching potential issues before they become actual
problems. Being able to figure out the gaps in employees’ knowledge and
skills before these gaps start creating real issues that can affect the
organization is just one of needs analysis’ important benefits.
 Helps prepare training ahead of time. Planning the training programs for an
entire organization is not an easy feat. But instead of simply assuming the
types of training that should be included, training needs analysis helps an
organization make informed decisions based on actual and accurate data.
 Identify the areas that need to be prioritized. Despite knowing what types
of training should be included in the training schedule, there is still the issue of
which training is more urgent and which is not really needed at the moment.
 Identify the individuals who need training and the type of training they
need. A training program will not be effective regardless of how good it is if it
is not directed to the right individuals. Training needs analysis help in this area
by identifying the individuals who need further training and what training
programs are appropriate to address their knowledge or skills gaps.

46%46%24%24%24%24%21%21%20%20%20%20%17%17%17%17%17%
17%14%14%Influencing and negotiatingHaving difficult conversationsDesign
thinkingLeading and managing changeCoachingProject managementCreating high-
performance teamsManaging timeManaging stressHandling
conflict05101520253035404550
Top 10 Skills That Employees Believe They Need to Develop
(Worldwide)
Designed by
Source: GP Strategies; Statista

When to conduct needs analysis?

Training needs assessment, which involves the process of needs analysis, can be
conducted anytime but is often implemented during the onboarding period,
performance reviews, promotion consideration, and when there are changes in the
organization that require employees to change job roles. It is, however, important to
conduct needs analysis periodically not only to determine the training needs of an
organization or its employees but also to assess the effectiveness of training
programs (SHRM, n.d.).

According to the study conducted by TalentLMS (2019), 39% of employees in the

United States receive training during onboarding and this helps new hires feel better
about how they would perform.

71%71%71%71%65%65%65%65%63%63%62%62%They understand their

responsibilitiesThey feel prepared to do their jobThey feel welcomed and valuedThey
became more productiveThey feel accepted by colleaguesThey feel less anxious as
newcomers01020304050607080
How do new hires feel about onboarding?
Designed by
Source: Talent LMS

How to conduct needs analysis?

For HR professionals, conducting a needs assessment is made easier with the use
of Strengths, Weaknesses, Opportunities, Threats—S.W.O.T.—analysis to help shed
light on the issues and bring to focus the areas that need to be examined more
closely. S.W.O.T. analysis is useful in performing a needs assessment in the areas
of compensation and employment benefits (Universal Class). In order to conduct an
effective training needs analysis, there are three important factors to consider
(Bleich, 2018):

1. Identify the type of training needs analysis that should be used

There are three standard types of training needs analysis, which are following
(Bleich, 2018):

 Knowledge. This type of analysis is helpful in assessing employees who are

new graduates to give you an idea of how broad their knowledge base is,
especially in terms of company regulations, issues related to compliance,
procedures, best practices, and more.
 Skills. The skills covered in this analysis include both practical and soft skills.
This targets both junior and senior employees.
 Abilities. This analysis looks into the employees’ critical thinking and
decision-making abilities and how they manage themselves to become more
action-oriented.
2. Identify the appropriate needs analysis tools

The tools vary and not every one of them is appropriate for every organization’s use.
The best way to choose which suits your organization best is by identifying your
company’s goal or reason behind conducting a needs analysis. Below are some of
the popular tools and/or methods (Bleich, 2018)):

 Questionnaires. Although not as reliable as other tools and methods, using

questionnaires can provide a snapshot of how the employees feel about the
company and what kind of training they expect.
 Observation. This requires more than one observation session scheduled
and unannounced in order for the observer to witness and assess the
employees in action.
 Interviews. This method mainly focuses on managers and supervisors to gain
insight into the performance issues of the employees under them.
 Work assessment. This involves examining the quality and quantity of output
produced by particular employees.
 Online assessment. This method consists of tests or a series of tests to
assess an employee’s knowledge using online, multiple-choice
questionnaires.
 Competitive analysis. Knowing where your organization stands in
comparison with your competition helps identify the areas your organization
lacks and/or excels in.
3. Implement the necessary steps

According to Legault (2018), there are three steps involved in an effective needs
analysis but we can divide them further into four:

 Determining the desired outcome. This step looks into the desired

performance of employees or desired business outcome. In order to get the
necessary information, some of the most reliable sources are the managers
and supervisors, documentation related to jobs and duties, and performance
evaluations.
 Determining the current outcome. Knowing the desired goal in terms of
performance and business outcome leads to the next step, which is identifying
the actual performance of employees to see if the goals are being met. This
step can be conducted by using observation and interview methods, as well
as by looking into performance metrics and reports.
 Determining the cause of performance gap and the appropriate
solution. Once the issue is identified, the process of digging into its root
cause begins. This process involves investigating the factors that can affect
the performance of employees, such as knowledge and skills, motivation,
tools and equipment, etc. Knowing the problem and what causes it makes
figuring out a viable and effective solution easier.

Does needs analysis provide resolution to every

problem?

It is important to note that the main goal of needs analysis is to identify the
underlying issues that affect performance and provide the appropriate training as a
solution. Wilson (2020), however, states that training will not resolve a performance
or productivity issue if the root cause is not the gap in the employees’ knowledge and
skills.

An effective needs analysis also identifies the company’s role in the employees’
performance and productivity problems that are not training-related, such as
ineffective standard operating procedures (S.O.Ps.), usability of applications and
tools, outdated equipment, company policies, and others. While these issues may
not involve training, needs analysis helps bring them to light in order to help upper
management bridge and address the situation from their end.

References:

1. Bleich, C. (2018, April 18). How to conduct a training needs

analysis. EdgePoint Learning. Retrieved August 18, 2020.
2. Christensen, B. D. (2018, May 23). Needs assessment or needs
analysis? Workplace Performance. Retrieved August 19, 2020.
3. Holloway, K., Arcus, K., & Orsborn, G. (2018). Training needs analysis – The
essential first step for continuing professional development design. Nurse
Education in Practice, 28, 7-12.
4. HR-Guide. (n.d.). Training and development: Needs analysis. HR-Guide.
Retrieved August 15, 2020.
5. Legault, N. (2018, November 5). How to conduct an effective training needs
analysis. Training Industry. Retrieved August 18, 2020.
6. Morrison, K. (2019, January 17). What training needs analysis is and how it
can benefit your organization. eLearning Industry. Retrieved August 14,
2020.
7. Pajaron, T. (2015, November 15). Identifying training needs with needs
assessments. Training Industry. Retrieved August 15, 2020.
8. SHRM. (n.d.). How to conduct a training needs assessment. Society for
Human Resource Management (SHRM). Retrieved August 19, 2020.
9. Statista. (n.d.). Training industry in the U.S. Statista. Retrieved August 19,
2020.
10. Toister, J. (2014, August 22). Instructional design: Needs analysis –
Understanding the importance of needs analysis. LinkedIn. Retrieved August
18, 2020.
11. Training Industry. (2018, September 14). Needs analysis. Training Industry.
Retrieved August 14, 2020.
12. Universal Class. (n.d.). HR benefits of a needs
assessment. UniversalClass.com. Retrieved August 19, 2020.
13. Wilson, A. (2020, August 13). It isn’t always a training issue. Training
Industry. Retrieved August 14, 2020.
14. Zoe, E. (2019, August 22). Employee Onboarding – Study reveals how to 2X
employee satisfaction. TalentLMS Blog. Retrieved August 18, 2020.
EDUCATION
Why is educational needs analysis important?
Needs analysis is an important means of conducting research prior to designing
and evaluating lessons/materials/syllabus and it helps draw a profile of
students/course in order to determine and prioritize the needs for which students
require English (Richards et al, 1992).8 Sep 2015

The ENA aims to support identification of the student's individual learning needs and
inform their Individual Education Plan (IEP)/Personalised Learning Plan (PLP). The
ENA is a process of understanding and addressing a student's social, emotional and cultural
learning needs, as well as their strengths.

What is the purpose of analysis in education?

Data analysis consolidates information to provide the big picture of trends and
patterns for higher education leadership teams that can be used to evaluate
and streamline processes, create efficiencies, and improve the overall student
experience.25 Feb 2018

6  Introduction to Educational Needs Analysis guidance

Every child and young person who has been living in statutory out-of-home-care for
at least three months (consecutively or for a period that adds up to three months)
requires an Educational Needs Analysis (ENA). If a member of the student support
group (SSG) has concerns regarding the student’s presentation and rate of
progression the ENA process should begin immediately.

Children and young people residing in statutory out-of-home care present with a
diverse range characteristics, needs, strengths and interests. They share the
experience of removal from their parents’ care as a result of significant concerns for
their safety and wellbeing, such as exposure to abuse and other traumatic events.  

There is substantial research regarding the impact of abuse, trauma and disrupted
attachment on development, school engagement and achievement. Research
indicates that children and young people in out-of-home care experience poorer
educational and life outcomes compared to their peers who are not residing in out-of-
home care. They are also more likely to have Special Educational Needs (SEN).
Students in out-of-home care with SEN have poorer test scores and are less likely to
complete secondary education compared with students in out-of-home care without
SEN or students with SEN who are not residing in out-of-home care. Raising
educational attainment is an important strategy to interrupt these negative life
trajectories (O’Higgins, et al, 2017).

However, residing in out-of-home care does not have a causal relationship with poor
attainment; nor does it mean that every child in care will have worse outcomes than
their peers. A student’s individual characteristics, exposure to traumatic events and
other contextual factors that may have led to them entering out-of-home care, and
age and time of entry into care will all contribute to their individual presentation
(Welbourne & Leeson, 2012)[i]. In addition, protective factors, such as a safe and
supportive environment, school engagement, and positive connections with teachers
and peers significantly improves outcomes for students in out-of-home care.

6.1  Overview of Educational Needs Analysis

The ENA is a process of understanding and addressing a student’s social, emotional

and cultural learning needs, as well as their strengths. This involves collecting,
reviewing and analysing personal, health, and educational information from a range
of sources and determining the need for additional interventions and services. The
ENA aims to support identification of the student’s individual learning needs and
inform their Individual Education Plan (IEP) or Personalised Learning Plan (PLP).
Note that there are templates available for IEPs in the Resources tab.

An effective ENA is trauma-informed and takes a holistic view of the child or young
person across their physical, social, emotional, educational, and psychological
development.

The ENA is also informed by the linguistic and cultural background of the student,
and the student’s own views and readiness to participate in the process (where
appropriate).

The process considers the broader context in which the student lives and learns (eg.
school, home, residential care), the conditions and the people in the student’s life
and how these impact on the student’s development and progress.

The ENA should be strengths-based and constructive, rather than simply labelling
the difficulty.

It should also ensure existing progress can be maintained and support acceleration
when appropriate.

The ENA process is designed to follow a multi-tiered system of support approach

from the least to the most intrusive procedure of information gathering and analysis
based on the individual and contextual characteristics of each student.

The ENA may include assessment processes such as observation and interviews
with key stakeholders, and collation of existing information, such as school-based
assessment (e.g. school reports, NAPLAN and On Demand test results) and
information provided by the DHHS/Community Service Organisation (CSO) case
manager. It may also include administration of standardised screening tools and
diagnostic tests in a range of areas of development, such as cognitive and
intellectual, achievement, language, adaptive functioning, social, emotional and
behavioural functioning, mental health, skills and interests, and vocational
assessment.

Standardised screening tools and diagnostic tests should not replace routine
assessment processes utilised by educational settings for all students. Schools are
able to provide data/information regarding attainment, wellbeing, and behaviour that
will form the basis of decisions regarding additional assessment and intervention.
Where direct consultation and assessment with the student is considered, the
student’s capacity to participate in the assessment should also be taken into account
(i.e. current emotional state). The best interests of the student, rather than pre-
determined timelines, should remain paramount in decision-making.

The subsequent strategies and interventions recommended need to be evidence-

based and embedded within an evaluation and review cycle.

The recommendations stemming from the ENA process, albeit focused on

educational outcomes, assume that all members of the team around the student,
including the carers/residential staff, teachers and the student, are working together
and have a shared responsibility in promoting these in their individual environments
(eg. school/home/residential care) and facilitating their successful implementation.

As the individual needs, strengths and prior interventions for students in out-of-home
care vary, the ENA and subsequent educational planning and support will be
different for each student, while retaining the overarching goal of positive educational
and life outcomes.

[i] Welbourne, P. & Leeson, C. (2012). The education of children in care: A research
review. Journal of Children’s Services, 7 (2), 128-143.