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Save Valuable Training Time With Informal In-Class Needs Assessments

There is no reason why a trainer should waste trainees and waste valuable training time by repeating information that trainees already have. A number of individual and group participatory activities can serve as informal needs assessments at the very beginning of the class. Here are seven possibilities to consider.

At the start of the program, the trainer may have trainees:

1. Complete and submit a pre-test. This pre-test should cover important content areas. This can take the form of a simple checklist, a true/false question, a multiple-choice question, or even short essay questions. For example, in the assertive communication class, the pre-test may ask to determine if the trainees know the difference between aggressive, assertive and passive communication. This method creates generally objective and reliable information, because the trainees independently complete the pre-test in front of the trainer.

2. Signal responses to a general oral survey. The answers to these few basic questions can give the trainer a sense of the trainee’s knowledge and experience. Trainees may ask trainees to rate their expertise in a content area using the fingers of one hand (one finger means none, up to five fingers, meaning expert) and/or ask the trainees to indicate their years of experience (by raising their hands when the trainer mentions the number of years). For example, in a supervisory skills class, the trainer might begin by asking: “How many of you are new supervisors? How many of you have been supervisors for 1 to 2 years? Three to four years? Many years?” ” This method is similar to inventory and as such, the information it generates is highly subjective. However, this will at least alert the trainer to the likely range of knowledge and experience in the room.

3. Complete a question. Question statements should cover the major points of the training program. For example, in a customer service class, the question might include statements about key steps or philosophies on how to treat and serve customers. Some of the statements may be true and some may be false. Depending on the time available, the trainer may have the trainees complete the questions on their own or have them work in small groups so that they can help each other. If time is very limited, the trainer can read the questionnaire and ask the trainees to indicate whether they agree (thumbs up) or disagree (thumbs down) with each statement. Representatives from each voting bloc will be asked to justify their vote. This method provides a relatively accurate measure of the trainees’ current knowledge of the subject.

4. Brainstorm answers to a focus question. This discussion question should focus on the main point or message of the training. For example, in a performance management class, trainees may be asked to work together (either with people at their desks or in groups designated by the trainer) and answer the question: “What do employees need to be successful in job?” The results of their brainstorming can be posted on a flip chart and then reported. This method also provides a relatively accurate measure of the trainees’ general knowledge of the subject.

5. Join the gallery walk. Walking through the gallery is a more kinesthetic approach. Important content statements are placed on flip charts and the trainees, in small groups using different colored pens, walk from flip chart to flip chart writing their answers. For example, in a sales class, a flip chart might ask: “What is involved in prequalifying a buyer?” Another might ask: “What are the major components of a sales consulting process?” When all the groups have written answers on all the flip charts, they then gather to read and discuss the answers. If clarifications are needed, it’s easy to tell which group is responsible for the answer by the color of the ink. This method provides a relatively accurate measure of trainees’ general knowledge of the subject.

6. Review and discuss a case study. For example, in a delegation skills class, the trainer may ask the trainees to review a delegation scenario in which the three key areas of delegation (responsibility, authority and accountability) are mishandled. Then they work in small groups to discuss and answer questions about it, such as: “What does the manager do well?” What did the manager do poorly?” “If you were the manager, how would you handle it?” “Now that the problem exists, what should the manager do?” This method provides an accurate measure of trainees’ general knowledge of the subject.

7. Complete and submit a match up worksheet. This is particularly useful for checking trainees’ knowledge of relevant vocabulary or equipment. For example, in a fan system evaluation class, the trainer might ask trainees to review a worksheet with words, phrases and equipment names on the left side of the page and definitions and descriptions of right side. Working independently, trainees draw a line between the correct definition or description and the related word, phrase, or piece of equipment. The trainer can have the trainees sign their names and submit their completed worksheet for review. This method gives an excellent indication of the level of knowledge of individual trainees.

These are just seven of the many different ways a trainer can conduct an informal classroom needs assessment using a participatory learning activity. The information obtained from any of these activities can help the trainer decide what content to emphasize, what content to add, and what content to reduce based on the current level of knowledge of the trainees. .

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