Learning is a necessary process for achieving business objectives and essential to improving organisational performance. It bridges the gap between the organisation’s current capability and that needed to deliver the business results. From an individual point of view, it enables people to add to their stock of personal competences and develop their full potential.
The process for identifying learning needs is given by:
* Stakeholder Analysis
Identify all posible stakeholders with an interest in the training process, including the identification and assessment of the learning needs. Stakeholders analysis in the context of needs assessment will reveal the importance and posible influence of the stakeholders in TNA (Training Needs Analysis), their type of participation, interest and posible impact on them.
* Selecting and using the research methods to identify learning needs Identifying learning needs is a form of research. First, evidence suggests that there is a basic problem which can be addressed through training. Various methods includes self-report questionnaires, observation, individual interviews, checklist / job description, diary records, work sampling, thecnical expert conference, critical incident and examination of existing records.
* Logistics and strategy for the TNA
Once the questions and methodology have been decided upon, the following issues are also important to think about: * How many interviews, observations, questionnaires, samples, etc.? * Where?
* With how many groups?
* By whom?
* How long (days)?
* Training of interviewer (Guidelines for consolidation, piloting with students and revisions were necessary). * Field work
* Analysis (primary)
* Workshop – consolidation
* Presentation to stakeholders
All of these points need to be carefully planning.
* Planning identification of organisational needs
There are two steps:
* List organisations with a stake in the training
* List questions to ask them, e.g. what are the critical changes affecting the work and operations of the organisation?
* Planning identification of individual needs
This should be carried out using a participatory methodology, ideally with the trainees themselves, prior to the training, or with the other skateholders who are able to provide good quality information about the profesional activities of the target group.
* Data collection
This is the point when plans become action. If the planning has been effective, the the data collection should go smoothly, but always expect the unexpected. Flexibility, commitment, energy, organisation and sense of humour will all be needed during this period.
* Analysis of the data collected in the TNA
* Presenting the TNA data
* Reporting the data
* Sharing the results
All the skate holders involved in the TNA should have the opportunity to give feedback on the results. This may be done through a workshop, to which key stakeholders are invited.
2. Difference between data and information
While the data refers to facts or statistics used for reference or analysis the information is knowledge that comes from study, experience, or instruction. Another difference among data and information is how data can be any numbers, symbols, or characters processed by a computer. On the other hand, information is any class of knowledge which is exchangeable between people about concepts, things and facts establishing a context. More importantly, data is a representation of information and information is interpreted data.
Is defined as the facts, information, and skills acquired by a person through experience or education. There are two types of Knowledge. Implicit, that comes from practical skill or expertise. Or explicit, which involves theoretical understanding of a particular subject. That is the reason why knowledge can be...