TRAINING NEEDS ASSESSMENT

A Must for Developing an Effective Training Program

By Judith Brown, Director of Research

Training needs assessment is an ongoing process of gathering data to determine what training
needs exist so training can be developed to help the organization accomplish its objectives.
Conducting needs assessment is fundamental to the success of a training program. Often,
organizations will develop and implement training without first conducting a needs analysis.
These organizations run the risk of overdoing training, doing too little training or missing the
point completely.

There are four main reasons why needs analysis must be done before training programs are
developed.

1. To identify specific problem areas in the organization. HR and management must know
what the problems are so that the most appropriate training (if training is the answer) will be
directed to those organizational problems. For example, if a manager approached the HR
department with a request for a communications program, too often the trainer’s response (eager
to serve management) will be to proceed to look around for a good communications program
and conduct training without conducting a needs assessment first. This approach will inevitably
fail. Nodding their heads appreciatively, everyone says “ That was a good program,” but when
they go back to their departments, work proceeds as usual because the training was not directed
to the real needs of the participants. The proper response should have been, “Yes, but let us start
by taking a look at the situation. We will talk to a few people to find out what the problems are.
Then when we develop the program, we can zero in on a specific situation, rather than just use a
random approach.”

2. To obtain management support. Management usually thinks training is a “nice thing to do.”
This stance can be laid directly at the doorstep of a poor (or nonexistent) needs assessment. The
way to obtain management support is to make certain that the training directly affects what
happens in that manager’s department. Trainers should view themselves the same way that
management does, making a direct contribution to the bottom line. Management will be
committed to training when HR can show that ir clearly improves performance on the job. As a
result, training programs and budgets will not be the first things cut or trimmed.

3. To develop data for evaluation. Unless information on needs are developed prior to
conducting training, the evaluations that take place after the program may not be valid. In
conducting a needs analysis first, trainers can measure the effectiveness of a program.

4. To determine the costs and benefits of training. Training is usually looked upon as a nuisance
rather than a contribution to the bottom line of the organization. This happens when trainers fail
to develop a cost-benefit analysis for the training they conduct. Few managers would balk at
spending $20,000 to correct a problem costing them $200,000 a year. Yet, most of the times
trainers complain that management will not spend money on training. However, a thorough
needs assessment that identifies the problems and performance deficiencies, allows management
to put a cost factor on the training needs.

The major question trainers need to address in cost-benefit analysis is “What is the difference

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between the cost of no training versus the cost of training?” This entails finding out what the
costs (out-of-pocket, salary, lost productivity, etc) would be if the need continues without being
met. Next, an analysis must be made of the cost of conducting the training program that can
change the situation. The difference between these two factors will usually tell both the trainer
and manager whether or not the training should be conducted.

Human Resource (HR) professionals and line managers also need to be aware that training is not
the “cure all” for organizational problems. Neither should it be used as a tool to reward excellent
performance or as motivation to correct poor performance. The purpose of training is to support
the achievement of organization’s goals by increasing the necessary skills of its employees.

Training is appropriate when your organization can be expected to gain more benefit from
the training than it invested in its cost. The value of any training investment to the organization
must rely on the vision and judgment of line supervisors and managers. You may authorize
training to build skills and knowledge levels that help employees better contribute to your
organizational mission(s). In some cases, the need is immediate and the training remedial; in
other cases, the aim is to update and maintain professional knowledge; and in still others the goal
is to prepare for requirements anticipated by higher level officials.

The following factors might indicate training or development needs of your employees:

A. Development of employee/management skills to fill a current need

• Trainee or intern training plans

• Reduction in Force (RIF) placements
• New Employees
• New supervisors
• Managerial competency assessments
• Reassignments
• Promotions

B. Employee relations/organizational problems

• Performance problems
• Production problems
• Safety problems
• Inspection deficiencies

C. Meet changing needs

• New technology
• New equipment or programs
• Modernization of equipment
• Mission changes
• Laws and regulations
D. Career Development

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• Employees’ requests
• Career enhancement plans
The Purpose and Objective for Conducting Needs Assessment

Identifying training needs for your employees requires careful scrutiny of mission objectives,
personnel, production, raw materials, costs, and other factors. The training requirements you
identify factor into the total training budget forecasted for your organization and your
installation, and impacts on the amount of funds that are allocated by senior management.

• Conducting a needs assessment is useful in identifying:

• Organizational goals and its effectiveness in achieving these goals.
• Gaps or discrepancies between employee skills and the skills required for effective job
performance.
• Problems that may not be solved by training. If policies, practices and procedures need to be
corrected or adjusted, this is a concern for top management, not a training concern.
• Conditions under which the training and development activity will occur.

In addition to providing a clear direction for identifying training needs, a needs analysis also
serves as basis for evaluating the effectiveness of the training program. On completion of the
analysis, you have a basis for comparison. In the absence of a needs analysis, training results are
usually subjective and might not be attributable to the training.

Implementing and developing training programs can be expensive, so it makes sense to analyze
training needs at the onset, so training can be tailored to focus on specific needs and withstand
evaluation after training.

Types of Analysis

A thorough needs analysis examines training needs on three levels:

1. Organizational

2. Task, and

3. Individual

Organizational Analysis

Organizational analysis examines where training is needed in the organization and under what
conditions the training will be conducted. It identifies the knowledge, skills, and abilities that
employees will need for the future, as the organization and their jobs evolves or changes.

Analysis of HR data can indicate areas where training could improve performance. For example,
departments or divisions with high turnover, high rates of absenteeism, poor performance, or
other problems can be tagged. After a thorough analysis, training objectives can

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be determined and the appropriate training developed. An organizational needs analysis may
also deal with employee grievances, customer complaints, quality control issues, accident
records and so on.
HR and line management also need to anticipate and plan for changes. Three such changes that
should be carefully considered are:

• Future skill needs

• Labor pool
• Changes in laws and regulations

Future skill needs: How is your organization changing? Examples of situations that will affect
planning for training needs on the organizational level, include:

•Compliance with affirmative action plans. Affirmative action guidelines require HR and
management to be aware of equal employment opportunity (EEO) regulations and understand
compliance goals.

• Installation of new equipment. New equipment creates the urgent need to train employees so
the new equipment can be running productively and safely.

• Changes in standards and procedures. Whenever performance standards or procedure changes,

the need for new skills will occur.

• Working in a team environment. New interpersonal skills and decision making will be needed
with this type of cultural change.

Changes in the labor pool. Organizations have to plan for adjustment as the labor pool changes.
As more women, minorities, immigrants and older workers join the workforce, employers must
plan how to accommodate employees’ diverse needs and still get the job accomplished.

Changes in laws and regulations. Laws and regulations may dictate training needs. For
example, the decision in the 1998 Oncale v. Sundowner Offshore Services, Inc. held that same-
sex harassment is forbidden by Title VIII of the Civil Rights Act of 1964. In addition to a
policy statement, training would be particular important in instructing employees about blatant
and subtler forms of same-sex discrimination.

Task Analysis

Task analysis begins with job requirements and compares employee knowledge and skills to
determine training needs. Examining job descriptions and specifications provide necessary
information on expected performance and the skills employees need to accomplish their work.
Any gaps between performance and job requirements indicate a need for task training.

• A good task analysis identifies:

• Tasks that have to be performed.
• Conditions under which tasks are to be performed.

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• How often and when tasks are performed.
• Quantity and quality of performance required.

• Skills and knowledge required to perform tasks.

• Where and how these skills are best acquired.

Individual Analysis

Individual Analysis targets individual employees and how they perform in their jobs. Using
information or data from an employee’s performance review in determining training program
needs is the most common method. If an employee’s review reveals deficiencies, training can be
designed to help the employee meet the performance standard.

Employees can also be surveyed, interviewed or tested to determine their training needs. They
can indicate problems they have or provide recommendations to solve problems. These
interviews can be conducted on an individual basis or in a group setting.

Conducting a Needs Analysis

In selecting which training needs analysis techniques to use, one requires answers to questions
such as the following:

1. What is the nature of the problem being addressed by instruction?

2. How have training needs been identified in the past and with what results?
3. What is the budget for the analysis?
4. How is training needs analysis perceived in the organization?
5. Who is available to help conduct the training needs analysis?
6. What are the time frames for completing the exercise?
7. What will be the measure of a successful training needs analysis report?

The time spent and the degree of formality will differ according to particular needs and the
organization involved. There are, however, four basic steps:

1. Gather data to identify needs

This can be accomplished through:

• Surveys/questionnaires
• Interviews
• Performance Appraisals
• Observations
• Tests
• Assessment Centers
• Focus Groups
• Document reviews
• Advisory Committees

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As illustrated in the chart below , each method has special characteristics that can affect both the
kind and quality of the information obtained. For instance, an interview can reflect the
interviewer’s biases, while a questionnaire can have sampling biases if only a few participants
return the survey. It is best to use more than one method to help validate the data as you can get
different types of information from the different methods. For example, you can use
questionnaires to gather facts and utilize follow-up interviews to delve more into why people
answered questions the way they did.

It is also important to include persons from a cross section of the target employees for training.
Sample people with varying experience levels, or you will not have a valid sample and training
will only be effective for a certain part of the total population you targeted.

Advantages and Disadvantages of Needs Assessment Methods

Method Advantages Disadvantages

Surveys / May be in the form of Can reach a large Make little provision for
Questionnaires surveys or polls of a number of people in free response.
random or stratified a short time.
sample or an entire Require substantial time
population. Are inexpensive. for development of
effective survey or
Can use a variety of Give opportunity of questionnaire.
question formats: Open- response without fear
ended, projective, of embarrassment. Do not effectively get at
forced-choice, priority causes of problems or
ranking. Yield data easily possible solutions.
summarized and
reported.

Interviews Can be formal or casual, Uncover attitudes, Are usually time-

structured or causes of problems, consuming.
unstructured. and possible
solutions. Can be difficult to
May be used with a analyze and quantify
representative sample or Gather feedback; results.
whole group. yield of data is rich.
Need a skillful
Can be done in person, Allow for interviewer who can
by phone, at the work spontaneous generate data without
site, or away from it. feedback. making interviewee
self-conscious or
suspicious.

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Performance May be conducted Indicate strengths Can be costly to
appraisals informally or and weakness in develop the system,
systematically. skills and identify implement the
training and appraisals, and process
Conducted by manager; development needs. the results.
appraisal developed by
HR. Can also point out May enable managers to
candidates for merit manipulate ratings to
Should be conducted on a raises or promotions. justify a pay raise.
regular basis and
separately from merit May invalidate the
discussions. appraisal because of
supervisor bias.

May be prohibited for

union employees.

Observations Can be technical, Minimize Requires a highly

functional, or behavioral. interruption of skilled observer with
routine work flow or process and content
Can yield qualitative or group activity. knowledge.
quantitative feedback.
Generate real-life Allow data collection
May be unstructured. data. only in the work setting.

May cause “spied on”

feelings.
Tests Can be functionally Can be helpful in Must be constructed for
oriented to test a board, determining the audience, and
staff, or committee deficiencies in terms validity can be
member’s understanding. of knowledge, skills, questionable.
or attitudes.
Can be administered in a Do not indicate if
monitored setting or Easily quantifiable measured knowledge
“take home.” and comparable. and skills are actually
being used on the job.

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Assessment For management Can provide early Selecting people to be
Centers development. identification of included in the high-
people with potential potential process
Require participants to for advancement. difficult with no hard
complete a battery of criteria available.
exercises to determine More accurate than
areas of strength that “intuition.” Are time-consuming
need development. and costly to administer.
Reduce bias and
Assess potential by increase objectivity May be used to
having people work in in selection process. diagnose developmental
simulated management needs rather than high
situations. potential.

Focus groups / Can be formal or Allow interaction Are time-consuming for

group discussion informal. between viewpoints. both consultants and
group members.
Widely used method. Enhance “buy-in”;
focus on consensus. Can produce data that is
Can be focused on a difficult to quantify.
specific problem, goal, Help group members
task, or theme. become better
listeners, analyzers,
problem solvers.
Document Organizational charts, Provide clues to Often do not indicate
reviews planning documents, trouble spots. causes of problems or
policy manuals, audits, solutions.
and budget reports. Provide objective
evidence or results. Reflect the past rather
Include employee records than the current
(accidents, grievances, Can easily be situation.
attendance, etc.). collected and
compiled. Must be interpreted by
Also include meeting skilled data analysts.
minutes, program reports,
and memos.

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Advisory Secure information from Are simple and Carry biased
Committees people who are in a inexpensive. organizational
position to know the perspective.
training needs of a Permit input and
particular group. interaction of a May not represent the
number of complete picture
Supply data gathered individuals with because the information
from consultants by using personal views of the is from a group that is
techniques such as group’s needs. not representative of the
interviews, group target audience.
discussions, and Establish and
questionnaires. strengthen lines of
communication.
[Reprinted with the permission of the Society for Human Resource Management, Learning System(2000) , Module Four: Human Resource
Development]

2. Determine what needs can be met by training and development

If there is indication of performance deficiency, the next step is to determine what needs can be
met by training and development. If the problems relate to employee relations such as poor
morale, lack of motivation or inability to learn, training is not a solution. Human resource
professionals who use training as a motivator misunderstand the purpose of training, which is
simply to pass on missing skills and knowledge to employees who are willing and able to learn.
Problems arising from non-training issues such as insufficient rewards or obsolete equipment
can be identified and referred to management.

3. Proposing solutions

After determining that training is a potential solution, HR professionals will need to closely
examine if formal training is the best way to meet the need. You might find that practice or
feedback is all that is needed.

• Practice is useful a particular skill was taught but not used. For example, an employee might
be trained in all aspects of a word-processing program but use only a small portion of those
skills. If the job requires expansion of those skills, the employee may need time to review
additional word processing material and practice using them.

• Feedback to employees concerning their work is critical in maintaining quality. Managers and
supervisors need to periodically evaluate job performance and tell employees what they are
doing correctly or incorrectly to avoid work skills diminishing. If an employee was not able to
perform a certain skill, using an existing program to retrain or designing a new program may be
the appropriate solution.

4. Identifying the Next Step

Once needs have been analyzed and identified, the next step is to develop the training proposal
itself. It should spell out the need for training, the expected results, the people to be trained, and

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the expected consequences if training is not conducted. A key decision is whether to use an
existing program or design a new training program.

Conclusion
We have seen that the rationale for developing a training program relies heavily on identifying
training needs and justifying the costs and benefits to the organization. Without a clear
understanding of needs, training efforts are at best randomly useful and at worst, useless. The
trainer will only be successful and perceived as such to the extent that needs are carefully
assessed and programs developed and carried out that meet those needs. The end result is a more
precise picture of training needs, which can lead to a performance improvement oriented training
program and better results from training.

Website Resources: Needs Assessment Matrix

http://mime1.marc.gatech.edu/MM_Tools/NAM.html

Training Needs Analysis: A Broad View

http://brookebroadbent.mondenet.com/broad_v.htm

Getting results from a Management Training needs Analysis

http://www.alumni.caltech.edu/~rouda/ASTD.html

Techniques for Evaluating Training Programs By Donald Kirkpatrick

http://www.astd.org/CMS/templates/template_1.html?articleid=20840

Was it the Training? By Jack J. Phillips

http://www.astd.org/CMS/templates/template_1.html?articleid=11016

How Much is the Training Worth? By Jack J. Phillips

http://www.astd.org/CMS/templates/template_1.html?articleid=11019

Books:
Return on Investment in Training and Performance Improvement Programs, Gulf Publishing,
1997; ASTD Infoline Series, Level 5: ROI (1998); Consultant's Scorecard, McGraw-Hill,
2000.

S. Bartram and B. Gibson. Training Needs Analysis. Published by Gower.

Goldstein, I. (1989). Training and Development in Organizations. Published by Jossey-Bass,

Ulrich, David Human Resource Champions: The Next Agenda for Adding Value and
Delivering Result
Baltimore County
308 Allegheny Avenue
Towson, MD 21204
Tel: (410) 887-3139
Fax: (410) 887-6073

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 BALTIMORE COUNTY, MARYLAND
Office of Human Resources/Personnel
Interoffice Correspondence

DATE: March 25, 1998

TO: Distribution List A, Al, and B

FROM: Antony J. Sharbaugh, Director

Office of Human Resources/Personnel

SUBJECT: Countywide Training Needs Analysis Survey

The Office of Human Resources/Personnel, Division of Training is committed to developing

comprehensive training that will meet the current and future needs of the Baltimore County
Government work force. To be effective, an organization must provide training to improve
individual job skills thereby increasing efficiency and productivity collectively. To this end, I am
asking that Agency Training Liaisons attend a Needs Analysis Meeting to be held at the Office
of Human Resources/Personnel on April 17, 1998 at 9:00 a.m. to get details on their role in this
project.

A Countywide Training Needs Analysis is being conducted by the Office of Human

Resources/Personnel, Division of Training to evaluate the effectiveness of current training and
identify future training needs. The support and cooperation of everyone is necessary for this
project to be effective.

This analysis will provide the necessary data to enable the Office of Human Resources/Personnel
to prioritize training needs and design training programs that will guarantee the growth and
success of the Baltimore County Government work force. Determining common training needs
throughout agencies, will allow us to prioritize and best utilize existing training resources.

Tom Simoes, from the Division of Training, will be coordinating the Needs Analysis Survey for
the Office of Human Resources/Personnel. He will be working closely with the training liaisons
from your department who will assist in the distribution and collection of the survey instrument.
I appreciate your past support and anticipate your continued cooperation in helping to make this
needs analysis successful.

Please emphasize the importance of attending this meeting to your Agency Training Liaison so
you agency's views may be adequately represented.

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 INSTRUCTIONS FOR TRAINING NEEDS ANALYSIS SURVEY

This survey is being conducted by the Office of Human Resources/Personnel, Division of

Training, to evaluate current training programs and to help determine future training needs.
Every Baltimore County employee is encouraged to participate in this survey. Your input is very
important to us!

General Instructions
Supervisory Survey (blue) will be completed by personnel with the authority to hire, fire,
evaluate, and apply discipline. All other personnel will complete the Non-Supervisory Survey
(yellow). A blue General Purpose-NCS Answer Sheet is provided for filling in your responses.
Your survey consists of a front and back. Please complete both sides.

Instructions for Completing the Survey

1. Use a No. 2 pencil. Fill in the circle that corresponds to your letter or number response.
2. NAME-- You are not required to indicate your name.
3. SEX-- Fill in "M" for male; 7" for female.
4. GRADE OR EDUCATION 1. Supervisory personnel fill in "I"
2. Non-Supervisory personnel fill in "2"
5. BIRTHDAY- You are not required to complete this section.
6. IDENTIFICATION NUMBER --You are not required to complete this section.
7. SPECIAL CODES Indicate your Agency Number. Use columns "K" and "L".
Agency numbers can be found on the back of this instruction
sheet.

Supervisors Supervisors will answer thirty (30) questions on your answer sheet
filling in the number that corresponds to your selection on the
survey. For questions one (1) to seven (7) fill in five (5) if you did
not take any of the training listed. For number twenty-nine (29) an
thirty (30) record your response in the top margin of side two (2) of
your answer sheet (reverse side). Please print.

Non-supervisors Non-supervisory employees will answer seventeen (17) questions

on your answer sheet filling in the number that corresponds to your
selection on the survey. For questions one (1) to four (4) fill in
five (5) if you did not take any of the courses listed. For number
eighteen (18) and nineteen (19) record any response in the top
margin of side two of your answer sheet (reverse side). Please
print.

Department liaisons will begin the survey on Monday, April 20, 1998. Return your completed
answer sheet to your training liaison within five working days of receiving your survey.

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 NON-SUPERVISORY TRAINING NEEDS ANALYSIS SURVEY

The Office of Human Resources/Personnel, Division of Training realizes that in order to be

effective, any training program must meet the needs of the people that it serves. Therefore, we
are asking every Baltimore County Government employee to help evaluate existing training and
indicate areas of future need.

Please evaluate each training program you attended on a scale of one (1) to four (4). One (1)
being the most useful; four (4) being the least useful. Please fill in your responses on your
computerized answer sheet. If you did not take any course that is listed, fill in five (5) on your
computerized answer sheet.

I. COMPUTER TRAINING COURSES 12345

2. CUSTOMER SERVICE 12345

3. INFORMATION ON EMPLOYEE ASSISTANCE PROGRAM 12345

4. PREVENTING SEXUAL HARASSMENT 12345

The Office of Human Resources/Personnel, Division of Training is in the process of developing

several other training programs that will be offered in the near future. Please indicate how
valuable you believe these programs would be to anyone interested in leadership positions.
Please rate each training session on a scale of one (1) to four (4). One (1) being the most useful;
four (4) the least useful. Please fill in the correct circle on your computerized answer sheet.

5. LEADERSHIP FOR NEW LEADERS

Participants will learn to balance their responsibilities of planning work, assigning tasks,
giving evaluations, resolving conflicts, and many other essential duties. 1234

6. INTERVIEWING TECHNIQUES
Participants will learn interviewing techniques and procedures used to conduct effective
hiring interview Techniques apply to planning, conducting, and controlling interview.
Legal aspects of interviews are emphasized. 1234

7. CONFLICT RESOLUTION
Participants will learn to analyze conflicts, obtain strategies and techniques for
resolving conflicts with individuals and groups. Participants will learn to
utilize various problem solving techniques.

1234

Please evaluate the following topics and indicate if training in any of these areas will help you to

15
develop skills that will improve your effectiveness as an employee of Baltimore County. Rate
EACH TOPIC on a scale of one (1) to four (4). One (1) being the most helpful; four (4) being
the least helpful. Please complete your responses by filling in the correct circle on your
computerized answer sheet. Space is also provided for you to add any other topics that are not
listed that you wish the Office of Human Resources/Personnel, Division of Training to consider
for future training development.

8. IMPROVING WRITING SKILLS 1234

9. IMPROVING VERBAL SKILLS 1234

10. IMPROVING LISTENING SKILLS 1234

11. ANALYZING PERSONAL/TECHNICAL SKILLS 1234

12. WRITING AN EFFECTIVE RESUME 1234

13. PREPARING FOR A HIRING INTERVIEW 1234

14. MANAGING CHANGE AND STRESS 1234

15. SETTING AND MEETING PERSONAL GOALS 1234

16. WORKING IN TEAMS/PROBLEM SOLVING 1234

17. HOW TO INTERACT WITH PEOPLE 1234

Suggestions for training development should be printed in the top margin of side two (2) of
your computerized answer sheet.

SUPERVISORY TRAINING NEEDS ANALYSIS SURVEY

The Office of Human Resources/Personnel, Division
of Training realizes that in order to be effective, any training program must meet the needs of
the people it serves. Therefore, we are asking every Baltimore County Government employee to
help evaluate existing training and indicate areas of future need.

Please rate each training program you attended on a scale of one (1) to four (4). One (1) being
the most useful; four (4) the least useful. Please fill in your responses on your computerized
answer sheet. If you did not take any course that is listed, fill in five (5) on your computerized
answer sheet.

I. COMPUTER TRAINING COURSES 12345

2. CUSTOMER SERVICE 12345

3. SUPERVISOR'S UPDATE ON EMPLOYEE 12345

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 ASSISTANCE PROGRAM

4. PREVENTING SEXUAL HARASSMENT 12345

5. LEADERSHIP TRAINING 12345

6. SITUATIONAL LEADERSHIP 12345

7. POWER OF POSITIVE REINFORCEMENT 12345

8. DOCUMENTING DISCIPLINE 12345

Please give additional feedback on advanced computer training courses currently offered to
County employees at the Computer Training Center.

8. Do you feel your staff is adequately trained on the MICROSOFT Office software
Word, Excel, Access, Powerpoint) ? Yes=1, No=2

9. If NO to #8, to what do you attribute this lack of training? (Select only one)
(If you answered YES to #8, skip this question and continue on to #10)

1) Lack of staff interest/no need after training

2) No practice time or support quality of training.
3) No hardware/software
4) Insufficient
5) Other

10. Have you sent staff to the advanced training provided by Baltimore County
and Towson University? Yes=1, No=2

11. Have you sent staff to training provided by another source?

Yes=I, No=2

12. If YES to #11, what were your reasons for seeking training from another source? (Select
only one)
(If you answered NO to # 11, skip this question and continue on to # 13)
1) Price 4) Better quality of training
2) More convenient location/schedule 5) Other
3) Course needed not offered

13. What factors prevent you from sending staff for advanced computer training?
1) Location offered 4) Time course
2) Price/Funding 5) No hardware/software
3) No need

14. What factors encourage you to send staff for training? (Select only one)
1) Perceived need by staff 4) Price
2) Perceived need by supervisor 5) Location/Convenience

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 3) Application of training to improve job performance

The Office of Human Resources/Personnel, Division of Training is in the process of developing

several other training programs that will be offered to Supervisory personnel in the near future.
Please indicate how valuable you believe this training will be in providing you the opportunity to
improve your leadership skills. Please rate these training sessions on a scale of one (1) to four
(4). One (1) being the most useful; four (4) the least useful. Please complete your response by
filling in the correct circle on your computerized answer sheet.

15. LEADERSHIP FOR NEW LEADERS

Supervisors will learn to balance their responsibilities of planning work, assigning tasks, giving
evaluations, resolving conflicts, and many other essential duties.
1234

16. INTERVIEWING TECHNIQUES

Supervisors will learn interviewing techniques and procedures used to conduct effective hiring
interviews. Techniques apply to planning, conducting, and controlling interview. Legal aspects
of interviews
are emphasized. 1 2 3 4
17. CONFLICT RESOLUTION
Supervisors will learn to analyze conflicts, obtain strategies and techniques for resolving
conflicts with individuals and groups. Participants will learn to utilize various problem solving
techniques.
1234

Please evaluate the following topics, and indicate if training in any of these areas will help you
to develop skills that will improve your effectiveness as a leader. Rate these areas on a scale of
one (1) to four (4). One (1) being the most helpful; four (4) being the least helpful. Fill in your
responses on your answer sheet. Space is also provided for you to add any other topics that are
not listed that you wish the Office of Human Resources/Personnel, Division of Training to
consider for future training development.

18. COMMUNICATION/LISTENING 1234

19. BUSINESS LETTER WRITING 1234
20. SKILL ASSESSMENT/CAREER DEVELOPMENT 1234
2 1. MANAGING CHANGE AND STRESS 1234
22. DEVELOPING INTERPERSONAL SKILLS 1234
23. SETTING GOALS AND STANDARDS 1234
24. BASIC BUDGET PREPARATION 1234
25. CONDUCTING PRODUCTIVE MEETINGS 1234
26. TIME MANAGEMENT 1234
27. ALLOCATING/CONTROLLING RESOURCES 1234
28. TEAM BUILDING 1234
29. (See instruction below)
30. (See instructions below)

Suggestions for training development should be printed in the top margin of side two (2) of

18
your computerized answer sheet

Date:

To: Survey Participants From:

Agency Training Liaison Subject:

Training Needs Analysis Survey

This Training Needs Analysis is being conducted by the Office of Human Resources/Personnel,
Division of Training to evaluate the effectiveness of current training and help to identify future
training needs. The support and participation of every Baltimore County Government employee
is necessary in order for this project to be effective. This survey will provide the data that will
enable the Office of Human Resources/Personnel to prioritize training needs and design training
programs to meet the needs of Baltimore County employees. Your input is very important to us!
You need the following materials to complete this survey:
1. Instruction Sheet White in color
2. Survey Blue for Supervisors
Yellow for Non-Supervisors
3. NCS Answer Blue/Lilac in color
Please return your completed NCS Answer Sheet no later than five working days after receiving
it to:
(Agency Liaison's Name)

(Agency Liaison's Mail Stop)

If you have any Questions concerning the survey, I can be reached at

(Liaison's Extension No.)

THANK YOU FOR HELPING TO MAKE THIS PROJECT A SUCCESS!

19
 Management Skills & Training Needs Assessment

Please review the following management skills and indicate your level of need, or desire for
more information and skill development training by circling the corresponding number. Please
consider, also, your desire for further skill development or "refresher" training as you complete
this survey. Feel free to write in other topics of interest that are not listed.

High Moderate Low

desire/need desire/need desire/ need

Leadership
‚ discovering & applying your leadership style 5 4 3 2 1
‚ developing flexible / appropriate leadership styles 5 4 3 2 1
‚ developing teamwork among employees 5 4 3 2 1
‚ effective budgeting: finance for non-financial managers 5 4 3 2 1
‚ implementing organization change(dealing w/ resistance) 5 4 3 2 1
‚ influence w/o authority - dealing effectively w/ peers 5 4 3 2 1
‚ diversity as a workplace issue 5 4 3 2 1
‚ other: ------------------------------------------------------------- 5 4 3 2 1

Motivation High Moderate Low

‚ discovering & working w/ employee work styles 5 4 3 2 1

‚ ways to improve work climate and employee 5 4 3 2 1
‚ morale / motivation 5 4 3 2 1
‚ discovering alternate reward systems for employees 5 4 3 2 1
‚ preventing employee "burnout" 5 4 3 2 1
‚ other: ------------------------------------------------------ 5 4 3 2 1

Employee Development High Moderate Low

‚ effective delegation 5 4 3 2 1
‚ coaching & counseling employees 5 4 3 2 1
‚ training new employees / work procedures 5 4 3 2 1
‚ how to be a mentor 5 4 3 2 1
‚ other:------------------------------------------------------ 5 4 3 2 1

Interpersonal Communication High Moderate Low

‚ effective listening skills 5 4 3 2 1
‚ giving & receiving constructive criticism 5 4 3 2 1
‚ dealing w/ difficult personalities 5 4 3 2 1

20
‚ conflict management techniques 5 4 3 2 1
‚ other: ---------------------------------------------------- 5 4 3 2 1

Management Skills & Training Needs Assessment {continued}

Business Communication High Moderate Low

‚ the art of negotiating 5 4 3 2 1
‚ business writing 5 4 3 2 1
‚ oral presentation skills 5 4 3 2 1
‚ working effectively w/ boards & committees
‚ in a political environment 5 4 3 2 1
‚ media relations 5 4 3 2 1
‚ developing & writing desk procedures
‚ office procedures 5 4 3 2 1
‚ other:---------------------------------------------------- 5 4 3 2 1

Taking Corrective Action High Moderate Low

‚ dealing with employee complaints & grievances 5 4 3 2 1
‚ apply positive discipline techniques 5 4 3 2 1
‚ how to document performance 5 4 3 2 1
‚ other:---------------------------------------------------- 5 4 3 2 1

Em loyee Selection & Orientation High Moderate Low

‚ job analysis: determining needed skills & experience5 4 3 2 1
‚ developing & conducting employee interviews 5 4 3 2 1
‚ EEOC, ADA and other legal aspects of hiring 5 4 3 2 1
‚ other:---------------------------------------------------- 5 4 3 2 1

Problem Solving High Moderate Low

‚ determining "root causes" of problems 5 4 3 2 1

‚ using effective problem solving methods 5 4 3 2 1
‚ employing grp. decision making techniques 5 4 3 2 1
‚ developing, administering & analyzing customer
service surveys 5 4 3 2 1
‚ how to implement improved customer
service techniques 5 4 3 2 1
‚ systems & process analysis (looking at what you do,
how you do it, and ways to improve it) 5 4 3 2 1
‚ other: ---------------------------------------------------- 5 4 3 2 1

21
Management Skills & Training Needs Assessment

Performance Management High Moderate Low

‚ setting goals & standards 5 4 3 2 1
‚ conducting employee performance eval. discussions 5 4 3 2 1
‚ obtaining employee performance feedback (from employee & various sources)
5 4 3 2 1
‚ understanding and applying County policies & procedures
5 4 3 2 1
‚ performance measurement (measuring the effectiveness of programs, customer service
initiatives, processes) 5 4 3 2 1
‚ other:---------------------------------------------------- 5 4 3 2 1

Time Management High Moderate Low

‚ personal time management 5 4 3 2 1
‚ project management 5 4 3 2 1
‚ long-term goal setting (strategic planning and performance monitoring)
5 4 3 2 1
‚ other:---------------------------------------------------- 5 4 3 2 1

Computer & Technical

‚ Keyboarding skills 5 4 3 2 1
‚ Basic PC / Windows 5 4 3 2 1
‚ Network training (understanding the menu, printing basic procedures on the PC as relates
to the Co. network) 5 4 3 2 1
‚ E-mail training (both OPN and Internet) 5 4 3 2 1
‚ WordPerfect Beginning 5 4 3 2 1
‚ WordPerfect Intermediate 5 4 3 2 1
‚ WordPerfect Advanced - tables 5 4 3 2 1
‚ WordPerfect Advanced - merge / macros 5 4 3 2 1
‚ Lotus - Beginning 5 4 3 2 1
‚ Lotus - Intermediate 5 4 3 2 1
‚ Lotus - Advanced 5 4 3 2 1
‚ Understanding the Internet 5 4 3 2 1
‚ Using "Netscape" (Co. software that helps you navigate through the Internet to find
information) 5 4 3 2 1
‚ Other:---------------------------------------------------- 5 4 3 2 1

22
Management Skills & Training Needs Assessment {continued}

23
 High Moderate Low
1. What level of need exists for lead worker training
in your work group? (leadership and semi-supervisory
training for lead workers, foreman, team leaders, etc) 5 4 3 2 1

2. What level of interest do you have for 360* feedback

to develop / improve your managerial & professional
skills? (confidential feedback instrument from your
boss, 2 peers and 2 employees, tabulated with
recommendations for your professional growth.) 5 4 3 2 1

3. What level of interest do you have for a work climate

survey? (confidential feedback from your employees
on working conditions, morale issues, communication,
organization, work policies & procedures) 5 4 3 2 1

4. What level of interest do you have for obtaining assistance

in conducting a customer service survey for your work unit?
(surveying the public, internal "customers," or vendors?) 5 4 3 2 1

5. What level of interest do you have to participate in self

study programs? (computer based training and/or video
and cassette training programs w/ workbooks) 5 4 3 2 1

6. What level of interest do you have in using:

• an on-site computer based training room? 5 4 3 2 1

• laptop PC to be checked out and used at home

for self-study programs? 5 4 3 2 1

7. Have you used the Waukesha County Tuition Assistance Program?

 Yes  No Why or Why not?

8. Do you have training needs specific to your job? ... if so, what are they?

9. COMMENTS:

Please complete and return to Deb Kneser, Human Resources Division. Thank you for your
participation!

24
County of Henrico
Human Resource Department
P.O. Box 27032
Richmond, VA 23273
Tel: 804-501-4204
Fax: 804-501-5287

We had three different instruments that were distributed to randomly selected employees as
follows:

Clerical Staff (Non-Secretarial support Clerical Survey (the white one)

employees, i.e., customer service
assistants, dispatchers, etc.)
Administrative Support Staff (Secretaries, Clerical Survey (the white one)
Executive Secretaries, etc.)
Professional & Paraprofessional Staff Professional Survey (the yellow one)
(Non supervisory degreed professionals)
First Line Supervisors Manager Survey (the tan one)
Middle Managers Manager Survey (the tan one)
Upper Managers Manager Survey (the tan one)

In the past, department heads had been the only ones surveyed, and they were asked only general
open-ended questions about training needs and business concerns. The approach we used this
year enabled us to quantify the responses (using the values 1, 2, and 3 for “not needed, moderate
need and great need”). It also told us how to target the training for specific audiences.

Let me know if you have any additional questions. You can call me at (804) 501-7207 or e-mail
me at [email protected].

Sheryn Holinsworth
Personnel Analyst/Trainer

Enclosures
For: CLERICAL & ADMINISTRATIVE SUPPORT STAFF
PROFESSIONAL & PARAPROFESSIONALS

Instructions: To the right of each skill are the numbers 1, 2, and 3 (Degree of
Need). Please circle the appropriate number that you feel best describes your
training needs in each area.

Scale: I -training - not needed

2-training - moderate need
3-training - great need

Example:

Skill Not Needed Moderate Need Great Need

Listening Skills

The individual believed that training in Listening Skills was a personal necessity
(3). Please be sure to identify skills that are needed. Needs and wants are often
different..

I. COMMUNICATION SKILLS:

Skill Not Needed Moderate Need Great Need

Listening Skills 1 2 3

Dealing with Difficult People 1 2 3

Assertiveness 1 2 3

Customer Service 1 2 3

Telephone Skills 1 2 3

Conflict Resolution 1 2 3

Business Writing 1 2 3

Cultural Awareness Issues 1 2 3

Lead Worker 1 2 3

Scheduling Meetings 1 2 3

Other: (Please list) 1 2 3

25
 II . CAREER DEVELOPMENT:

Not Needed Moderate Need Great Need

Skill
Resume Writing 1 2 3
Interview Skills 1 2 3
Job Search Strategies 1 2 3
Career Interest Inventory 1 2 3
Other: (Please List) 1 2 3

111. PERSONAL and PROFESSIONAL DEVELOPMENT:

Not Needed Moderate Need Great Need

Retirement Planning 1 2 3
Stress Management 1 2 3
Public Speaking 1 2 3
Time Management 1 2 3
Team Effectiveness 1 3
Developing Supervisory Skills (for 1 2 3
non-supervisors)
Organizational Skills 1 2 3
Myers Briggs Type Indicator 1 2 3
(Personality Instrument)
Networking with other County 1 2 3
Employees
Other: (Please list) 1 2 3

IV.TECHNICAL/COMPUTER:

Not Needed Moderate Need Great Need

Skill
Word 1 2 3
Excel 1 2 3
Access 1 2 3
Powerpoint 1 2 3
HTML 1 2 3
Internet 1 2 3
Dictation/Shorthand 1 2 3
Transcription 1 2 3
File Management (Manual & 1 2 3
Electronic)
Project Management 1 2 3
Payroll Process 1 2 3
Other: (Please list) 1 2 3

26
1. Have you attended any training workshops sponsored by the Personnel Department?
(yes/no)

2. If yes, which programs have you recently attended?

3. Was the training helpful to you in your present position? (yes/no)

4. If yes, how was it helpful?
5. If the training was not helpful, please explain.

6. Please list your suggestions for improving the training offered by the Personnel
Department, so that it will be of the greatest help to you in the future.

7. Please use the space provided below to comment on any of your responses, or to address
any additional training needs you may have. Please print.

27
MANAGERS

Please identify your position as one of the +-following:

Upper Manager (Agency Heads, Key Officials, Assistant Agency Heads)

Middle Manager (Oversee First Line Supervisors)

First Line Supervisor (Oversee Other Employees)

Instructions: To the right of each skill are the numbers 1, 2, and 3 (Degree of Need). Please
circle the appropriate number that you feel best describes your training needs in each area.

Scale:I -training -not needed

2-training - moderate need
3-training - great need

Example:

COMPETENCY/Skill Not Moderate Great

Needed Need Need
Communication:
Listening Skills: 1 2 3

The individual believed that training in Listening Skills was a personal necessity (3). Please be
sure to identify skills that are needed. Needs and wants are often different.

COMPETENCY/Skill Not Moderate Great

Needed Need Need
Communication:
• Listening Skills 1 2 3
• Assertiveness 1 2 3
• Business Writing 1 2 3
• Presentation Skills 1 2 3
• Effective Communication Skills (General) 1 2 3
• Other (Please List) 1 2 3
Continuous Improvement & Systems Perspectives:
• Redesign Your Work Processes 1 2 3
• Other (Please List) 1 2 3
Orientation to the Future; Planning;
Strategic Management:
• Thinking Strategically & Creatively 1 2 3
• Developing Vision and Mission Statements 1 2 3
• Implementing Action Plans 1 2 3
• Other (Please List) 1 2 3

28
COMPETENCY/Skill Not Moderate Great
Needed Need Need
Interpersonal Relations:
• Dealing with Difficult People 1 2 3
• Cultural Awareness Issues 1 2 3
• EEO Guidelines 1 2 3
• Other (Please List) 1 2 3
Personal Accountability:
• Time Management 1 2 3
• Organizational Skills 1 2 3
• Stress Management 1 2 3
• Job Interviewing 1 2 3
• Resume Writing 1 2 3
• Career Interest Inventory 1 2 3
• Leadership & Accountability 1 2 3
• Retirement Planning 1 2 3
• Experiential Learning Strategies (External Leadership 1 2 3
Experience, etc)
• Other (Please List) 1 2 3
Organizational Astuteness:
• Managing Controversial Issues 1 2 3
• Other (Please List) 1 2 3
Conflict Resolution/Negotiation/Mediation:
• Conflict Resolution 1 2 3
• Other (Please List) 1 2 3
Critical Thinking:
• Interviewing and Selection 1 2 3
• Conducting Performance Appraisals 1 2 3
• Role of the Supervisor in Henrico County 1 2 3
• Disciplinary Process 1 2 3
• Other (Please List) 1 2 3
Versatility:
• Managing Change 1 2 3
• Managing Diversity 1 2 3
• Other (Please List) 1 2 3

29
City of Phoenix
135 North 2nd Avenue
Phoenix, AZ 85003
Tel: (602) 262-6609
Fax: (602) 534-2602

Personnel Employee Development Division

Management Survey

The Employee Development Division needs your input to determine future Management
Development training opportunities. Our goal is to continually enhance our management
development programs by providing timely, relevant, practical and up-to-date information
in support of your day to day management and operating practices.

Please take the time to answer the following questions as candidly as possible. This data
will be used to determine programming for the next catalog semester. Thanks for your
input.

Gender:  Male Female 2. Department

(optional)

Years of service with the City of Phoenix

 Less than 1-5 years 6-10 years  11-20 years More than
20 years

Position/Title (please check one that reflects closest to your position/title)

 Department Head Assistant Director Deputy Director

Other

What type of training methods do you benefit from the most? (check all that apply)

 Lecture  Audio Tapes  Simulations

 Group Activities  Video  Workbooks
 Discussion  Case Studies  Handouts
 Computer/CD-ROM  One-on-one Coaching  Slides/overheads
 Self-study  Role-Playing  Other:

30
On a scale of 1-10, 10 being the highest, please rate the degree that you apply skills
learned in training back on the job.

1 2 3 4 5 6 7 8 9 10
(Low) (High)

In regards to question number 6, please cite the course, ideas or instructor that made a significant
difference in your work life?

What is your most difficult management challenges?

What management training programs/topics would you like to see offered?

Have you seen or heard about a SPECIFIC training program or speaker you believe would be
well received by managers? Please be as specific as possible (name, organization, topic, etc.)

How often do you attend classes offered in the City of Phoenix?

 0-3 times a year  4-7 times a year  8-10 times a year  more than
10 times a year

How do you learn about management training opportunities?

 Catalog  Special invitation  Word of mouth  Co-worker

 Other

Do you prefer…?

 Half-day programs  Full day programs  Series (multiple successive day

programs)

31
Name Date
(optional)

32
 Employee Development Division – Personnel
Internal Customer Survey

The Employee Development Division needs your input to determine future training, education
and development opportunities. Our goal is to continually enhance our program offerings by
providing timely, relevant, practical and up-to-date information in support of your professional
and personal development.

Please take the time to answer the following questions as candidly as possible and return to
Personnel Department. This data will be used to determine programming for the
next catalog semester. Thanks for your input.

1. Gender:  Male Female

2. Department/Division

3. Age:
 18-24  25-34  35-44  45-54  55 and over

4. Education Level:
 G.E.D.  Associates Degree  Masters Degree  Some college
 High School Graduate  Bachelors Degree  Doctorate

5.Years of service with the City of Phoenix:

 Less than 5 years  6-10 years  11-20 years  More than 20 years

6.Position/Title: (please check one that most closely reflects your position/title)
Department Head  Deputy Director Supervisor/Foreman
Professional/Technical  Assistant Director  Field Personnel
Office/Clerical

7.What type of training methods do you benefit from the most? (check all that apply)
 Lecture Discussion Computer/CD-ROM Workbooks  Case studies
 Video Visual Aids Internet-on-line  Simulations Role
 Group activity Audio Tapes  On-the-Job-training Handouts

33
 Other  Role Playing/Skill Practices

8.On a scale of 1-10, 10 being the highest please rate the degree that you apply skills
learned in training back on the job?

1 2 3 4 5 6 7 8 9 10
(Low) (High)

34
9. Please name the course, ideas or instructors that made a significant difference in
your work life?

10. What training programs would be helpful in achieving your long-term career
goals?

11. What information do you need to be more effective in your current job?

12. What skill do you need to be more effective in your job?

13. How often do you attend class offered in the City of Phoenix Employee Development
classes?
 0-3 times a year  4-7 times a year  8-10 times a year
 more than 10 times a year

14. How do you usually hear about the classes?

 Catalog  At a meeting  From my supervisor  From a co-
worker Other

15. Do you prefer…

 Half-day programs  Full day programs  Series (multiple successive day programs)
Name (optional) Date

COMPETENCY/Skill
Not Moderate Great
Needed Need Need

Personal Integrity: 1 2 3
Ethics of Leadership 1 2 3
Other (Please List) 1 2 3
Performance Management: 1 2 3
Effective Supervisory Practices 1 2 3
Project Management 1 2 3
Teaching Safety SUls to Employees 1 2 3
Train the Trainer 1 2 3
Meeting Facilitation 1 2 3
Developing Supervisory Skills 1 2 3
Other (Please List) 1 2 3
Customer Orientation: 1 2 3
Customer Service Skills 1 2 3
Other (Please List) 1 2 3
Technological Literacy: 1 2 3
Keyboarding 1 2 3
Microsoft Office Suite (Word, Access, Excel, Powerpoint) 1 2 3
Internet 1 2 3
Other (Please List) 1 2 3
Employee Development & Coaching; Individual Learning 1 2 3
Skills: 1 2 3
Coaching Skills 1 2 3
Mentoring 1 2 3
Motivating Others 1 2 3
Cross Training 1 2 3
Employee Recognition3 1 2 3
Developing Career Development Plans with Employees 1 2 3
Orienting New Employees 1 2 3
Other (Please List) 1 2 3

Financial & Resource Management:

Managing Departmental Resources 1 2 3

Budget Preparation 1 2 3
Other (Please List) 1 2 3
Policv & Procedure Development: 1 2 3
Developing Effective Policies & Procedures 1 2 3
Other (Please List) 1 2 3
COMPETENCY/Skill
Not Moderate Great
Needed Need Need
Team Leadership:
• Increasing Team Effectiveness 1 2 3
• Meeting Management 1 2 3
• Myers Briggs Type Indicator (Personality Instrument) 1 2 3

1.Have you attended any training workshops sponsored by the Personnel Department? (yes/no)

2.If yes, which programs have you recently attended?

3.Was the training helpful to you in your present position? (yes/no)

4.If yes, how was -it helpful?

5.If the training was not helpful, please explain.

6.Please list your suggestions for improving the training offered by the Personnel Department, so
that it will be of the greatest help to you in the future.

7.Please use the space provided below to comment on any of your responses, or to address any
additional training needs you may have. Please print.
 Prince George’s County Government
Office of Personnel
1400 McCormick Drive
RMS Bldg Suite 320
Largo, MD 20774-5313

THE PRINCE GEORGE'S COUNTY GOVERNMENT

OFFICE OF PERSONNEL AND LABOR RELATIONS

EMPLOYEE SERVICES DIVISION

TRAINING NEEDS ASSESSMENT SURVEY

The Office of Personnel and Labor Relations (OPLR) believes that in order to have an
effective training and career development program the needs of our employees must be met.
This survey will assist in the creation of a competency based training and career development
program. The answers you provide are important and will have a direct bearing on the content
and quality of training in the future. Please be straightforward -- your opinion counts. Thanks
for your help.

This questionnaire is a three part form designed to capture information that will help
OPLR determine how the County's training program can best be linked to the County's overall
mission, goals and objectives. It will help to determine the elements needed to establish a
mission-driven training program, providing linkages to performance improvement, and assist in
providing the County's training needs.

INSTRUCTIONS:

Non-supervisory employees, please answer all GENERAL questions in Part I and Part
II. Supervisory employees, in addition to answering the GENERAL questions in Part I and Part
11, please complete the questions in Part III.
Using the computerized answer sheet, complete the following:

Only use a number two (#2) pencil to fill in the circle that corresponds to the numbered
response.

NAME (optional);

SEX -- “M” for male; “F” for female;

GRADE OR EDUCATION -- Non-Supervisory personnel fill in "1";

Supervisory personnel (individuals who evaluate employee
performance and approve training requests) fill in "2";
BIRTH DATE (optional);
IDENTIFICATION NUMBER - Class title code and grade, i.e., 231415 (Account Clerk IV)
using column "A" through ''F'', in column "G" fill in "1" if you
are general "G" schedule or fill in "2" if you belong to a
union;

SPECIAL CODES -- put your agency activity number, i.e. 2201 using columns "K" through
"N".
PART I: GENERAL
1 2
Yes No

Do you feel you are adequately trained to carry out the duties and responsibility of your job?
1 2
Do you feel that training opportunities are well advertised?
1 2
Have you attended training provided by the Office of Personnel and Labor Relations?
1 2
Have you attended training provided by another source?
1 2
If yes, to the above question, did you pay for your training?
1 2
Would you attend College courses relevant to your career goals, if offered on-site at the Office of Personnel and
Labor Relations, regardless of whether its paid by you or the County?
1 2
7. Do you believe that job coaching and mentoring would help you become more effective in your work?
1 2
8.Would you be interested in attending courses at times other than normal working hours?
1 2
9.Are your normal work hours between 7:30 a.m. - 5:30 p.m.?
1 2
I need the courses listed in the previous training catalog published by the Office of personnel and Labor
Relations to help me become more effective in my job and to attain my career goals.

1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree

10. Basic English Refresher 12345

11. Bomb Awareness Training 12345

12. Building Organizational Partnerships 12345

13. Coaching: Bringing out the Best in Others 12345

14. Conflict Resolution 1234 5

1 2 3 4 5
StronglyDisagree Disagree Not Sure Agree Strongly Agree
15. Critical Thinking 12345

16. Developing Position Descriptions and Performance Standards 12345

17. Effective Listening Skills 1234

18. Ethics in Government 12345

19. Harassment in the Workplace 12345

20. How a Bill Becomes a Law 12345

21. Interviewing Skills & Guidelines 12345

22. Leadership Skills 12345

23. Managing Workplace Disturbances 12345

24. Nonverbal Communication 12345

25. Personnel Law 12345

26. Procurement and Contracting 12345

27. Proposal Preparation for Grants 12345

28. Proofreading & Editing 12345

29. Team Building 12345

30. Sign Language 12345

I need courses in the following subjects to help me become more effective in my job and

attain my career goals.

1 2 3 4 5

Strongly Disagree Disagree Not Sure Agree Strongly Agree

31. Business Math 12345

32. Basic Accounting 12345

33. Coaching and Mentoring Employees 12345

34. Communicating Services Across Cultural Lines 12345

35. Conversational Spanish 12345

36. Customer Service 12345

37. How to Give a Powerful Presentation 12345

1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree

38. Information Technology Courses (Computer) 12345

39. Keyboarding 12345

40. Organizational Skills 12345

41. Problem Solving/Decision Making Techniques 12345

42. Report Writing 12345

43. Time Management Techniques and Goal Setting 12345

44. Valuing Diversity: Communicating Across Diverse Work Cultures 12345

45. Technical training necessary to successfully perform my job 12345

New Employee Orientation Program (NEOP) 2 1

Yes No
46. Did you attend NEOP when you began employment with the County government? 1 2
If No, skip to question #48

47. Do you think the NEOP was helpful in preparing you for your job? 1 2

48. Does your Department/ Agency provide orientation for new employees? 1 2

49. 1 feel a structured departmental/agency orientation would better prepare employees to do

their jobs. 1 2 3 4
5
50. 1 feel the department/agency orientation would be too time consuming,

38
 1 2 3 4 5
The following courses should be required for all employees:

39
 1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree
51. Communication Skills 12345

52. Customer Service 12345

53. Sexual Harassment 12345

54. Information Technology (Computer Skills) 12345

55. Time Management 12345

56. Cultural Diversity 12345

57. Safety and Accident Prevention 12345

The following courses should be required for all supervisors:

1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree
58. Performance Appraisal Training 12345

59. Personnel Law 12345

60. Customer Service 12345

61. Sexual Harassment 12345

62. Principles of Supervision 12345

63. Violence in the Workplace 12345

64. Equal Employment Opportunity (EEO) 12345

65. Americans Disabilities Act (ADA) 12345

40
66. Employee's Assistance Program (EAR) (Supervisor's Role) 12345

67. Ethics in Government 12345

68. Leadership Skills 12345

69. Coaching and Counseling 12345

70. Cultural Diversity 12345

PART 11: TRAINING POLICY

1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree

71. The training program should be designed to focus on job competencies

needed for the future. 12345

72. The training program should focus on key goals for the County. 12345

73. The training program should focus on key goals for my department. 12345

74. The training program should be designed to focus on job competencies needed now.
12345
75. Training for career development should be well structured and result in achievable outcomes
and realistic expectations. 12345

NON SUPERVISORY EMPLOYEES STOP HERE!

Supervisory employees, please continue.

NON SUPERVISORY EMPLOYEES IF YOU WISH TO GIVE COMMENTS, PLEASE

GO TO THE LAST PAGE OF THIS SURVEY.

PART III: SUPERVISORY

Respond to items in this section based on your training responsibilities for employees

whom you supervise. 1 2

41
 Y es No

76. Do you feel your staff is adequately trained to carry out the duties and responsibilities of their jobs?

77. Have you advised staff to attend training provided by the Office of Personnel and Labor Relations?

78. Have you used outside sources to train your staff? If YES, why did you use outside sources continue, with
items 1 2

79. Location of course 12345

80. Course needed not offered by the County 12345
81. Better quality of training 12345
82. Scheduled time offered by the County was inconvenient 12345
83 I encourage staff to attend training courses offered by the OPLR because of the following reasons:
12345
Strongly Disagree Disagree Not Sure Agree Strongly Agree

84. To respond to employees requests 12345

85. To develop the employee 12345
86. To improve employee job performance 12345
87. Location is convenient 12345

1 2 3 4 5
Strongly Disagree Disagree Not Sure Agree Strongly Agree

88. Time the course was scheduled 12345

89. The need for the training 12345

90. Employee interest/request 12345

91. My awareness of the training 12345

TRAINING NEEDS ASSESSMENT SURVEY

D E P A R T M E N T / A G E N C Y N A M E :

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Please feel free to give us any comments you have about the survey.

Return this form along with the computerized answer sheet and survey booklet to:

Office of Personnel and Labor Relations

Employee Services Division, Room 125
RMS Building
ATTN: Beatsy Jones and Valerie Farrar

Waukesha County
1320 Pewaukee Rd
Waukesha, WI 53186
Tel: (262) 548-7044
Fax: (262) 548-7913

Waukesha County Training Needs Assessment

Summary Report
December 1997

I. Scope of Project

Since there had been no formal training needs assessment for almost eight years, I conducted a
county-wide survey to determine training needs among management (supervisors / managers),
professional staff, and field staff during the summer and fall of 1997. Department heads and
elected officials will be surveyed next year for their input on possible professional development
events. The clerical staff was not surveyed because there already is in place the Office
Professionalism Program, geared primarily toward them. I will meet with office managers next
year and determine how to expand the program to continue to offer skill updating workshops for
clerical staff. And last, the Sheriff Department was not surveyed this year, Det. Smidt
coordinates the training needs of the department. However, I will meet with Detective Smidt
next year to determine if there are any leadership, time management, communication or
empowerment issues that the department would like to obtain training on, or if they’d like to
“partner” with any other department or law enforcement agency to bring training on-site.
Because the response to the professional employee’s survey was so low, I might make a
concerted effort next year to single out the large group of social workers and try to assess some
of their needs, focusing especially on job burnout.

It was necessary to conduct the needs assessment in order to determine:

1. direction for the training function - what workshops or skill development sessions
should be provided.

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 2. the way in which people access development opportunities - on-site workshops? self-
study learning lab? in-house presenters? contract presenters?
3. how to organize a data base of employees, training history and future training needs.
A Likert Scale type survey was developed for both management and professional employees. A
survey was sent directly to each person and they were asked to rate each topic or skill need as
High (5) to Moderate (3) to Low (1) This data was then compiled identifying the training
selected as moderate to high need, and also identifying which people promotion of such training
should be targeted. Training opportunities will be provided on all workshops that had moderate
to high rating. Each person will also receive a memo outlining the training needs that they have
identified, which will also be entered into the training administration software program. A
general topic survey was sent to supervisors of field employees to identify what they perceived
training needs to be. Because job duties of field staff are so varied, I did not survey each person
directly. However, I may be able to survey smaller groups of like employees next year and with
that information, combined with input from their supervisors, some training programs for the
many field employees can be developed, or contracted for, if more technical “job skills” training
is identified.

Topics management employees were surveyed on included: Leadership, Motivation, Employee

Development, Interpersonal Communication, Business Communication, Taking Corrective
Action, Employee Selection & Orientation, Problem Solving, Performance Measurement, Time
Management, Computer & Technical Skills, Lead Worker Training, 360* Feedback, Work
Climate, Customer Surveying, and interest in using self-study programs and a computer based
training room. Topics for professional employees were similar excluding the human resource
management skills (see attached copies of surveys). Topics for the field employee supervisors
to assess included: Computer skills, Basic skills, Interpersonal Communication, Conflict Mange
and Team Building Skills, Dealing with Difficult People, Telephone Skills, Listening Skills,
Dealing with Change, Safety Skills, and any specific job-related skills (see attached copy).

I. Survey Results

The response rate was good for both the management staff surveys and the field supervisor’s
surveys, however the professional and para-professional staff response was disappointing:

Management 113 / 190 = .59%

Professional 82 / 416 = .20%

Field Supervisors 17 / 21 = .80%

I will follow through with a second mailing to the professional staff before the end of the year in
order to obtain more individual training profiles and a better sampling of priority training to be
presented over the next few years.

The following summary represents the top (3.0+) issues that management would like to receive

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training on:

Leadership
* developing teamwork among employees
* implementing organization change (dealing w/ resistance)
* influence without authority - dealing effectively with peers
Motivation
* discovering & working with employee work styles
* ways to improve work climate and employee morale / motivation
* discovering alternate reward systems for employees
* preventing employee “burnout”

Employee Development
* effective delegation
* coaching and counseling employees
* training new employees / how to be a mentor

Interpersonal communication
* giving and receiving constructive criticism
* effective listening skills
* dealing with difficult personalities
* conflict management techniques

Business communication
* the art of negotiating
* oral presentation skills
* working effectively with boards and committees (in a political environment)

Taking corrective action

* dealing with employee complaints and grievances
* applying positive discipline techniques

Problem solving
* determining “root causes” of problems
* using effective problem solving methods
* employee group decision making techniques

Performance management
* setting goals and standards
* conducting employee performance evaluation discussions
* obtaining employee performance feedback
* performance measurement (effectiveness of programs, customer service initiatives,
processes

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Time Management
* project management

Computer and Technical

* understanding the Internet
* using “netscape”

Developing “lead worker” training

Providing 360* feedback

Work climate survey

Conducting customer service surveys

Self-study programs

Computer based training

The following summary represents topics that the professional / para-professional staff would
like training on:

Discovering & applying your leadership style

Leading a team

Collaborative team skills

Preventing job burnout

Effective problem solving techniques

Employing group decision-making skills

Giving & receiving constructive criticism

Dealing w/ difficult personalities

Conflict management techniques

Negotiation skills (“win/win” discussions)

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Understanding communication styles (between men/women)

Working effectively w/ your boss

Effective listening skills

Business writing & oral presentation skills

Personal time management

Stress management for busy professionals

Basic PC / Windows NT

Network training

E-mail training (both OPN & Groupwise)

WordPerfect Beginning / Intermediate / advanced

Lotus

Understanding the Internet / using “Netscape”

Work climate survey

Self-study programs (Computer based training room / laptop PC)

As for training days / times it seems this group doesn’t have a definite preference for either
mornings or afternoon (90), the second choice was mornings (67). Likewise, the group as a
whole didn’t prefer any specific length of presentations (70) , the second choice was a two hour
session (54). It appears the most popular day is Thursday, but Wednesday and Tuesday were
close seconds.

Although the field staff were not directly surveyed, the supervisors were. The following
summary indicates topics that various work units were interested in:

Parks Division
Interpersonal communication (criticism)
Employee empowerment program
Time management
Collaborative team skills
Conflict management
Improved customer service skills

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Dealing w/ difficult people
Listening skills
Setting & accomplishing goals
Discovering & applying your leadership style
Safety skills (to be further defined)
CPR / first aid

Environmental Resources Division - Sanitarians

Computer skills (to be further defined)
Time management
Dealing w/ change
Telephone techniques
Basic writing skills
Improved customer service
Setting & accomplishing goals

Recycling Division
Computer skills
Interpersonal communication (criticism)
Collaborative team skills
Conflict management skills
Facilitation skills
Setting & accomplishing goals
Discovering & applying your leadership style

Radio Tower
Improved customer service
Dealing w/difficult people
Setting & accomplishing goals

Juvenile Center
Computer skills
Interpersonal communication (criticism)
Conflict management
Dealing w/difficult people
Dealing w/ change
Listening skills
Employee empowerment
Improved customer service skills
Cultural diversity awareness
Facilitation skills
Telephone techniques
Listening skills

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Highway Operations
Computer skills
Basic skills
Time management Conflict
management Dealing w/
difficult people Dealing w/
change Listening skills
Employee empowerment program
Collaborative team skills
Balancing work & home

Facilities
Computer skills
Time management
Dealing w/ change
Listening skills
Cultural diversity awareness

III Next Steps

Although I have obtained some good and comprehensive information on the management and
professional respondents, I still need to seek out more information on selected groups of
employees. I have an outline of perceived employee training needs from each of the field
supervisors, but now I need to meet with them individually to discuss further needs, coordinate
training for them and other similar employee groups, and to see if it would be helpful to survey
the employees themselves. Once I have this information, I will start to develop some training
programs for field employees. I will have to work up special training times to accommodate
2nd shift people.

Next, I would like to bring together focus groups of social worker supervisor and social
workers themselves to address any specific needs that group of people may have. I did not
receive a real good response from the social workers as a whole with the professional employee
survey, so I feel it would be beneficial to do a little “digging” to find out their needs. Basically,
management and clerical employees have had the most extensive training opportunities, with all
other employees fall between the cracks. I need to find ways to get training needs information
from major groups of employees and keep obtaining current information from supervisors,
employee focus groups, or strategic plans via top management.

The clerical employees have had many training opportunities through the comprehensive Office
Professionalism Program. Similar to the field employees, I will conduct focus group meetings
with the clerical supervisors to obtain their perspective of training needs for their employees. I
will consider if it would be helpful to survey the employees themselves. The Office

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Professionalism Program is winding down, in that over 225 clerical staff soon will complete the
ten session program. New programs can, and will be added to the program so that staff may
continue to develop or improve their skills. It would be wise to coordinate training efforts with
the future clerical skills competency test that Human Resources is developing.

Although the Sheriff Department has a dedicated training officer, Jeff Smidt, I will contact him
in ‘98 to determine what, if any, training needs they have that would fit into our training
programs, or if I could assist in doing and specific job training, like the dispatcher’s training we
did several years ago.

I will also respond to an immediate training need that came up in the needs assessment, that is
coordinating training w/ WCTC on “Netscape.” Two sessions have been booked, one for
November and one for December, 1997. I will also coordinate another session for people on the
waiting list for either January or February, 1998.

Now that we have dedicated software for training administration, a big effort will be made to
input all the information from the comprehensive needs assessment, outline training plans for
each individual that indicated their training interest. As a long term project, we will input all
historical data on training for the past ten years so that each employee who has ever attended
training here would be in the system and have a current training history.

The Financial Planning Series will continue in 1998. We need to review the program thus far,
make any changes as needed, and schedule the various sessions for 1998. The series to date,
has been very well received.

A comprehensive Employee Wellness Program employee survey will also be conducted in

early ‘98 to determine employee needs and wants regarding wellness programing. This
information is crucial to the success of the Wellness Program, which to date has been very
success, but has not established goals or done much performance measurement in regards to
employee perception, change in behavior, etc. The survey will be conducted through personal
contact and coordination of the committee members and myself - seeking to speak to employee
groups for a few minutes to tell them about the many aspects of the Wellness Program, and have
them complete a short survey right then, so as to get the best response rate as possible.
IV. Recommendations

Preliminary data from the initial training needs assessment along with informal training and
development suggestions from employees, and my own observations have lead to a number of
recommendations for the training and development function.

1. First, training recommendations or programs will need to be developed for each of the
employee groups as outlined in the “next steps” section on the previous pages.

2. Develop, present or coordinate a minimum of two training events per year for the
management and professional staff.

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3. With the purchase of the new training management software, it will be easier to track
training needs and accomplishments. There appears to be a need for better coordination
of the computer training program throughout the county. It would be beneficial to partner
with the Information Systems Division to enter all employees who have had any computer
training, either in-house or at WCTC and then offer to help coordinate training to meet
needs. There is a consideration regarding budget, because IS in the past has charged
departments for training. This hits the larger departments, such as HHS, and some of the
smaller departments hard because they don’t have enough money budgeted for employee
training.

4. There seems to be an emerging interest in holding shorter, supervisory network

meetings on various topics, similar to what we did a few years ago with the “round
tables.” It seems supervisors appreciate sharing ideas and experiences with each other on
an informal basis, say an “open discussion topic” and then move into a mini-training
session to update or review various management skill topics. I think holding these
meetings on a quarterly basis would be helpful and also give various supervisors and
managers a chance to get to know each other, also.

5. Since we have a training administration software program it would also be wise to

track safety / OSHA and AODA training that employees are required to attend, or who
attend voluntarily. I will work with Laura Stauffer to obtain records of past training and
participants.

6. Utilizing the “course description” reports in the software program, I eventually would
like to compile a training curriculum handbook that would outline the various training
programs available to employees and also the self-study programs that the library has
available.

7. Once the training function has been revised and expanded according to the various
recommendations outlined here, I would like to develop ways for supervisors to use the
training and development resources for employee development and performance
evaluation (skills development or improvement).

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