There are a lot of articles out there explaining what a needs assessment is and how to complete one. Most of these articles offer a great theoretical foundation but are light on practical advice. For example, one article titled “How to Conduct an Effective Training Needs Analysis” outlines three steps: determine the desired outcome, determine the current outcome, and determine the cause of the performance gap and offer solutions. The article instructs the reader to obtain information from interviews, documents, observations, and reports.

What’s missing is a list of specific questions to ask and suggestions on how to use the answers to those questions. This article provides a few of the most critical questions to ask at each step in the needs analysis process.

An article from the Association for Talent Development (ATD) outlines the essential steps in conducting a needs analysis, such as collecting data and analyzing data. A needs analysis actually consists of at least three separate analyses: an organization or performance analysis, a learner or audience analysis, and a task or job analysis. Monica Savage defines these and other analyses and provides a handful of questions for each in an eLearning Industry article.

Organization Analysis

The organization analysis begins with an assessment of the current and desired states of performance and the gap between these states. It also includes a root cause analysis to determine whether training is an appropriate solution and what other solution(s) might be required to close the gap. The organization analysis should be completed before other analyses, because unless a performance gap is the result of a lack of knowledge or skill, the remaining analyses are not necessary; training cannot address the issue.

At a minimum, ask the following questions when completing an organization analysis:

• What business problem is the organization trying to solve? Does it relate to a performance gap or a change? I describe why that distinction is important in another article.
• What metric or Key Performance Indicator (KPI) needs improvement? This information may not be applicable if the business problem is related to a change, rather than a performance gap, but having this information helps to prioritize various needs and provides a basis to evaluate the success of the solution (training or otherwise).
• What are the current and desired performance levels for this metric? This information is needed for the root cause analysis and for evaluation purposes.
• Why does the client believe training is the right solution? By answering this question, the client may be able to save you some time. On the other hand, if the root cause of a performance gap is not a lack of knowledge or skill, having the client’s answer to this question can help you select a strategy to persuade the client that a different solution is required.

To obtain the answers to these questions, interview clients and review performance reports. Once you have this information, conduct a root cause analysis to identify the underlying reason(s) for the performance gap. To identify root causes, you might conduct focus groups or interviews with subject matter experts or others who actually perform the work. You might also review existing documentation regarding processes and procedures, and you might conduct observations of high and average performers.

If a lack of knowledge or skill is the cause of the performance gap, or if something is changing, then training is an appropriate solution. In that case, a learner analysis and task analysis are needed.

Learner Analysis

When describing a learner analysis, many authors focus on who the learners are and what they already know. This information is important, but the learner analysis is about identifying the learners’ needs. Keep in mind that learners’ needs are not always the same as their wants—for example, the idea that we learn more effectively through our preferred sensory mode (visual, auditory, or kinesthetic) has been debunked. The key point here is that information about the target audience’s job titles and education levels is important, but it’s only a starting point. The learner analysis should also include the following questions:

• How many learners are there?
• Where are learners located geographically?
• What are learners’ working hours?
• Are there any other restrictions on learners’ time? (For example, how many learners can be away from the job to complete training at one time? Are there mandatory break times or other activities scheduled? Are there specific dates that are off limits for training?)

The answers to these questions can help you determine the best delivery method(s) for the training and the maximum duration of a session. You can also use this information later, when scheduling classroom or virtual classroom sessions.

The learner analysis should also include these questions:

• What do learners already know about the subject?
• What language(s) do learners speak?
• Which types of device(s) do learners use (e.g., desktop or laptop computers, tablets, etc.)?
• Which web browser(s) do learners use?
• Are there restrictions on internet access or bandwidth?
• Do learners have headsets? Speakerphones?

For answers to these questions, you might send surveys or questionnaires to members of the target audience. You might also use focus groups, and you might interview managers.

Task Analysis

The task analysis identifies the task(s) to be trained and documents the steps involved in performing the task(s). This analysis serves as the basis for the development of training materials, elearning courses, and tests. Questions to ask include the following:

• What task(s) must be performed, and to what standards of quality, speed, etc.?
• What is the relative complexity or difficulty of each task?
• How frequently is each task performed?
• What is the relative importance of each task in terms of the KPI identified in the organization analysis?
• What documentation or training currently exists for each task?

The answers to these questions help to prioritize the development and delivery of training for each task. The complexity and frequency for each task might also indicate whether job aids or other performance support tools are needed. In addition to these questions, the task analysis must answer two additional questions:

• How is each task performed (what are the steps)?
• What do learners need to know in order to perform each task?

To obtain answers to these questions, review procedural documentation and conduct interviews and observations with subject matter experts or high performers. Once you have collected and analyzed the information from the organization, learner, and task analyses, share your findings with your manager and your client. It’s vital that these stakeholders are on the same page about the business problem to be solved and the methods of solving it before you design a training solution.