IDENTIFY THE LEARNING NEEDS OF ORGANISATIONS

Unit Reference Number R/618/2817 Unit Title Identify the learning needs of organisations Unit Level 4 Number of Credits 6 Guided Learning Hours (GLH) 30 Total Qualification Time (TQT) 60 Mandatory / Optional Optional Sector Subject Area (SSA) 13.1 Teaching and lecturing Unit Grading Structure Pass/Fail

Unit Aims

The aim of this unit is to assess a learning and development practitioner’s competence in carrying out a learning or training needs analysis for an organisation. ‘Organisation’ in this context is taken to mean any group or team learning together as well as a whole organisation. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role.

Learning Outcomes, Assessment Criteria and Indicative Contents

Learning Outcomes –the learner will: Assessment Criteria –the learner can: Indicative Content

1. Understand the principles and practices of learning needs analysis for organisations. 1.1 Explain the principles and practice of learning needs analysis for organisations.

1.2 Analyse the factors that can influence the identification of organisational learning needs.

1.3 Explain why it is important to gain the support and commitment of relevant people.

1.4 Review the methodologies required for a learning needs analysis. • Principles and practices of learning needs analysis for organisations:

• Methods of identifying learning needs, skills/task analysis, TNA, DIF analysis, essential/desirable skills, importance/competency matrix, benefits of learning needs analysis. • Factors that can influence the identification of organisational learning needs: Strengths, Weaknesses, Opportunities, Threats (SWOT analysis), Political, Economic, Social, Technological (PEST analysis), internal factors and external factors to the organisation, aims and purpose of the analysis (e.g. assess current

2. Be able to conduct learning needs analysis for the organisation. 2.1 Confirm the purpose and aims of learning needs analysis with relevant people.

2.2 Select the organisational learning needs analysis methodology. 2.3 Apply the organisational learning needs analysis methodology. 2.4 Analyse the learning needs of the organisation.

2.5 Review methods of communicating findings from learning needs analysis to relevant people in organisations. situation, skills, audit, current ability, identify skills and competencies that need developing, identify attitude to learning), internal influences (e.g. absenteeism, low morale, low productivity, staff turnover), external influences comprehension, current market conditions, customer complaints. Importance of gaining support and commitment of relevant personnel: • Identifying relevant personnel, key stakeholders (e.g. line managers, human resource personnel, individual learners/employees, supervisors, department heads, stakeholders/investors), influence of key stakeholder, benefit of key stakeholder commitment (e.g. meeting organisational goals, maintaining/gaining competitive advantage, motivating workforce, encouraging investment, improving productivity, staff retention, reduce cost with reference to advertising/recruitment and induction of new staff, retaining investment, improving investment return), issues created by the lack of stakeholder support (e.g. reduction of budgets, demotivated workforce, high staff turnover. • Review the methodologies required for a learning needs analysis: Strengths and limitations of different methodologies (e.g. TNA, DIF analysis, skills/competencies matrix, cost-benefit analysis) • Confirm the purpose and aims of learning needs analysis with relevant people: Identify relevant people (e.g. line managers, human resources personnel, individual learners/employees, supervisors, department heads, stakeholders/investors), written/verbal/non- verbal communication, limits of responsibility, boundaries of the exercise.

• Organisational learning needs analysis methodology: Different analytical tools (e.g. Training Needs Analysis (TNA), Difficulty, Importance, Frequency (DIF analysis), skills/competencies matrix, cost-benefit analysis), identify cost implications of different methods. Apply organisational learning needs analysis methodology: Schedule for implementation, written and verbal communication.

3. Be able to agree organisational learning and development plans with relevant people. 3.1 Present recommendations for learning and development to relevant people.

3.2 Review and revise priorities with relevant people. • Analyzing the learning needs of the organisation: Link between strategy/organizational goals, learning and development links to achieving organizational goals, prioritizing.

• Reviewing methods of communication findings to relevant people in organizations: Communication systems (e.g. Y, wheel, circle, chain, all channel), written/verbal/non-verbal communication, organisational practice in disseminating information (e.g. team talks, meetings, notice boards, news sheets, publications), strengths and limitations of different communication methods, feedback from relevant stakeholders to judge effectiveness of method. • Present recommendations for learning and development to relevant people: For example, line managers, human resources personnel, individual learners/employees, supervisors, department heads, stakeholders investors. Written, verbal and non-verbal communication, presentation skills.

• Review priorities with relevant people: Consultation skills, negotiation skills, redefining priorities, written and verbal communication skills.

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met

All 1 to 3 Assessment criteria to be covered Type of assessment Assessment parameters

All ACs under 1 to 3 Practical work and Report 3500 words

Indicative reading list

Beadle, P. (2010). How to teach. Crown House, Wales

Gadsby C. (2012). Perfect Assessment for Learning. Independent Thinking Press.

Ekins, A. Grimes, P. (2009). Inclusion: developing an effective whole school approach. OUP

Hook, P. and Vass, A. (2004). Behaviour Management Pocketbook. Teachers Pocketbooks, Hampshire

Illeris, K. (2018). Contemporary theories of learning: learning theorists: in their own words. Routledge: London.

Perspectives. Open University Rogers, B. (2006). Cracking the Hard Class. Sage, London

Vizard, P. (2007). How to manage Behaviour in Further Education. Sage, London Wallace, S. (2007).

Getting the Buggers Motivated in FE. Continuum

Wright, A-M., Colquhoun, S. and Speare, J. (2007). FE Lecturer’s guide to Diversity and Inclusion. Continuum