Training Needs Assessment

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Training Needs Assessment
Professional Development for CRESL Home Tutors

• Sharon McCrearyCRESL Home Tutor Coordinator,
  Denver, CO
• Stephen ThergesenLearning Needs Assessor, Jones
  International University,
• Denver, CO

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Presentation Objectives

• Summarize key decision making factors in
  providing professional development to CRESL home
  tutors
• Provide recommendations for action beyond this
  session

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Whats in it for You?

• Consider ways to use alternative delivery methods
  for professional development with CRESL home
  tutors.
• Questions or Comments? Please hold until the
  end of presentation.

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Virtual Tour 7 Stops

• Performance Analysis
• Data Collection
• Contracts with Supervisors
• Task and Goal Analysis
• Target Population Analysis
• Contextual Analysis?
• Recommendations

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1st Stop Performance Analysis

• Issue Definition
• Identify/Establish Performance Standards

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Issue Definition

• Only 10 of tutors are current or former
  educators.
• 37.5 conversion rate among tutor applicants
  following pre-service training
• 45 attendance rate at inservice trainings
• 73 annual attrition rate among volunteers
• 100 increase in refugee admissions over next
  five years

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Performance Standards

• Pre-service training (6 hours)?
• Inservice training (8 hours)
• Culture awareness (4 hours)?
• Instructional methods (4 hours)?
• Service commitment (2 hours/week, 4 month
  minimum)?

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2nd Stop Data Collection

• Contracts with Supervisors
• Interviews/Surveys
• Critical Practice Audit using Critical Incident
  Approach

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Interview Questions

• 1. How long have you been a tutor?
• 2. What prior training and/or experience have you
  had to develop tutoring skills?
• 3. What issues or problems make it difficult for
  you to do your job well?
• 4. What type of support do you get from the CRESL
  Program?

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Interview Questions, cont'd.

• 5. How could the CRESL Program better support
  your work?
• 6. What type of training would help you be a more
  effective tutor?

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3rd Stop Feasibility Analysis

• Needs identification
• Costs/benefits analysis

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Needs Identification

• Adult learning theory
• Learner-centered instruction
• Learning styles/differences/disabilities
• Principles of second language learning
• Small group and one-to-one instruction
• Instructional techniques
• Collaborative teaching/tutoring
• Language acquisition techniques

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Needs Identification, cont'd.

• Individual learning plans
• Assessment and evaluation of student progress
• Goal setting
• Lesson planning

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Costs/Benefits Analysis

• Training Program ProLiteracy America Tutor
  Trainer Certification
• Target Population Tutor mentors 10 (80
  tutors/10 mentors 8 tutors/mentor)?
• Business Need/Objective Reduce turnover,
  increase retention
• Total Participant Learning Hour (PLH) 20 hours
  x 10 participants 200

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Costs/Benefits Analysis, cont'd.

• Program cost per participant total cost
  number of participants 80

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4th Stop Goal and Task Analysis

• Task Analysis
• Goal Analysis

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Task Analysis

• Student evaluation
• Monthly progress checklist
• Final progress checklist
• Followup progress checklist

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Monthly Progress Checklist

• Has there been any improvement in your student's
  basic literacy skills from the previous month?
• Is your student proficient to attempt the next
  level of competency?

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Final Progress Checklist

• Has your student entered another education
  program or job training?
• Has your student used community resources e.g.,
  library card, registered to vote, joined a
  community organization?
• Has your student shown increased involvement in
  his/her children's education or literacy?

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Followup Progress Checklist

• Has your student earned a GED or EDP?
• Has your student gotten a job or a better job?
• Has your student gained job-specific skills?
• Is your student applying new skills to her/his
  life?
• Have there been any other positive changes in
  your student's life?

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Goal Analysis Objectives

• Philosophy of Adult Education Inventory (PAEI)
• Principles of Adult Learning Scale (PALS)?
• Learning styles self-assessment
• Student evaluations included in monthly hours
  reports
• Student creation of "to learn lists"

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5th Stop Target Population Analysis

• Characteristics
• Decision points

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Population Characteristics

• Different interests, motivations
• Different educational backgrounds
• Different learning styles
• Different educational philosophies
• Different teaching styles
• Personal, professional rewards

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Decision Points

• Learner-centered approach
• Prerequisites
• Pre-service training
• 1 year of service
• Attendance at all inservice trainings
• Followup
• Mentoring
• Coordinator support

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6th Stop Contextual Analysis

• Delivery Methods and Settings

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Delivery Methods and Settings

• Physical classroom
• Emily Griffith Opportunity School
• Virtual classroom
• Verizon Thinkfinity Learning Network
• Professional networking
• CoTESOL Annual Conference

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Last Stop Summaryand Recommendations

• Effective models of motivating participation in
  professional development are needed to reduce
  attrition and increase retention.
• A pilot study of a representative sample will
  provide critical data on tutor attitudes toward
  professional development.

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End of Tour! Thank You!

• For more information, contact
• Sharon McCreary
• Stephen Thergesen