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.