Prioritize Training Needs.

An Example of a Task Analysis: Texas Instruments A task analysis performed to develop a train-the-trainer program at Texas Instru- ments Corporation (TI) provides a good illustration of the ideas included in our discussion of the task analysis process.The training staff at TI needed to deter- mine training needs and deliver an inexpensive program to quickly train expert engineers to instruct new engineers. Consultants began the process by meeting with branch managers, department heads, and employees from five TI branches to determine the following information:

• The mission of the department

• Perceived training needs

• Current and previous efforts in staff development

• The roles, responsibilities, and team arrangements within the different branches

This organizational analysis identified the significant issues involved, and the training team then used this information in persuading top managers to commit to a five-step approach to task analysis:

1. List typical tasks

2. Survey staff

3. Observe the classroom

4. Conduct structured interviews

5. Prepare and present a final report

The list of tasks was developed by examining literature on training deliv- ery, including company technical reports and the American Society for Training and Development’s Models for Excellence study. TI managers reviewed the initial list of tasks, added several, and reworded other task statements. The list was then organized into five areas of responsibility and given to employees to review and supplement. This step ensured that all the professionals provided input for defining their jobs from their perspectives, and it resulted in a 117-item list of tasks trainers typically were expected to perform.

For the staff survey, all members of the department received a questionnaire listing tasks and asking them to rate each one according to (1) its importance to their job and (2) their interest in receiving more training related to it. Each item was given a mean rating score on importance and interest. The results were examined to determine whether differences existed for the five branches (they did not).

Classroom observations of experienced and new TI trainers were conducted to provide additional information on instructional delivery. Teams of observers viewed instructors for one hour and met with each instructor to provide feed- back. Individuals from each branch participated in structured interviews to maintain consistency between the survey findings and the classroom observations. This allowed the training team to gather more information about each branch and to validate the data gathered earlier. The interview results were consistent with data from the other sources.

The final step was preparation of a final report. This consisted of examining results and developing an executive summary outlining strengths and recommen- dations for training in each of the five areas of the task list, along with data for each data collection method.

The needs analysis was described as a success because it allowed input and participation at all levels, ensuring cooperation and comprehensiveness. As a result, the training team was able to identify and rank training needs based on sound information rather than relying on intuition alone.