The following needs assessment plan seeks to analyze and determine the appropriateness for training for the post of quality engineer within an organization. This exercise is executable in a five-step process involving needs assessment, instructional objectives, design, implementation, and evaluation. Determining the real cause of poor performance of a quality engineer is possible by carrying out a performance analysis on the actual and desired employee performance. The magnitude of the two parameters will play a pivotal role when one has to make a decision. A performance gap is possibly eliminated through a three- stage process. These are the organizational analysis, task analysis, and individual analysis (Lucier, 2008, p. 485).
This aspect of analysis focuses on the state of the economy in relation to the work of the quality engineer. Great focus of this analysis dwells on the changing demographics of the workforce and addressing cultural barriers. Automation, technological change, and political trends are also taken into consideration in this facet with the aim of seeking to know if training is necessary for the quality engineer. Organizational goals with respect to the effectiveness of the firm in meeting the goals are also taken into account. This analysis also focuses on the availability of a suitable climate within the organization to support the planned training. This can be identified if the top management supports it, the willingness of the quality engineer, and the expected outcomes (Morton, 2005, p. 126).
This aspect seeks to identify if the quality engineer is able to carry out the duties delegated in an effective manner. This is possible by looking at the knowledge on computer and electronics with specific focus on circuit boards, processors, chips, computer hardware and software, applications, and programming. This is only possible if one has an excellent command of the English language and all its rules. This analysis also seeks to identify if the engineer has the appropriate knowledge to apply various engineering principles, procedures and techniques (Thomas, & Panchal, 2010, p.12).
The analysis in this stage seeks to know how well the engineer does the job. This would determine the extent in which the engineer will have to be trained if the need is identified. This is possible by looking at how the performance is carried out, and the problems associated with it. With regard to the quality engineer, focus will dwell particularly on the skills. Logical reasoning is always essential and lack of it is used to measure how much training is required (Patton & Pratt, 2002, p.469).
The analysis also seeks to identify if the engineer is an active listener, good speaker, and a skilled writer who can communicate effectively with an audience. Focusing on such skills can help one to identify the need and the extent of the training. The ability of the engineer to carry out complex analysis of problems in this field also plays a role in determining the extent of the training needed. This is particularly measured if one is able to carry out quality analyses, tests, and inspections on the tools used (Morton, 2005, p. 128).
The need for evaluation can also be identified by considering the systems evaluation of the equality engineer. This is done by identifying the measures of system performance, one’s abilities, and one’s ability to communicate ideas in the most appropriate manner. Absence of deductive reasoning in this case may be used to measure the extent of training. Oral comprehension and expression of the engineer is also taken onto account with specific consideration on how they can be able to detect problems at the remarkably early stages. Others aspects that can be taken into account include interaction with computers, computer systems, communicating with peers and the subordinates. Skills can also be tested on how one receives information, processes, and compiles it and code into relevant themes (Lucier, 2008, p. 482).
The analysis of an individual also considers aspects like how the quality engineer records information. In this case, the factors considered include the way the engineer enters, transcribes, records and stores the information. The extent of standards compliance can be used to show the necessity of training. Other aspects to be considered include data analysis, decision making, and approaches used to solve problems. The way the engineer maintains interpersonal relationship is also taken into account (Patton & Pratt, 2002, p.476).
Sources of information in the analyses
Information can be obtained through a number of ways including observation, use of work samples, interviews, and questionnaires. Attitude surveys can also be used to measure the motivation and morale of the quality engineer in relation to work and tasks performed. A checklist can also be developed in order to measure the progress of the training (Holton III, et al, 2000, p 264).
Results and recommendations
The identification of more than one training need usually calls for the manager in charge to prioritize in terms of urgency. The extent of need is also taken into account when priorities are being set. In this case, instructional objectives are set in order to ensure that the training and development program is successful (Thomas, & Panchal, 2010, p.7)
The purpose of training needs assessment is to point out the performance requirements needed to help in directing the resources of an organization to where they are urgently needed. Special consideration is usually given to programs that are almost congruent with the objectives of the organization aimed at improving on productivity and provision of quality services. This is only possible if the qualities of the employee are critically analyzed (Patton & Pratt, 2002, p.480).
Work competencies, relationship with others, and response to problems related to their line of duties are some of the factors that are taken into account. It always necessary to take into account the fact that needs assessment is a step that an organization can take in establishing a relevant training program for its employees. It form the basis of determining the suitable instructional objectives, and selection techniques that and organization can use in the future while acquiring new employees. This results in a continuous cycle within the organization (Morton, 2005, p.131).
Barbazette, J. (2006). Training needs assessment: methods, tools, and techniques, Volume 1. John Wiley and Sons.
Holton III, E., Bates, R. & Naquin, S. Large-Scale Performance-Driven Training Needs Assessment: A case Study. Journal of Public Personnel Management, 2000, 29(2), 249- 267
Lucier, K. A Consultative Training Program: Collateral Effect of a Needs Assessment. Journal of Communication Education, 2008, 482-489
Morton P. An annual Employee Educational Calendar as the Capstone of Educational Assessment, Planning, and Delivery. Journal of Continuing Educational Nursing, 2005, vol36 (3), 124-132
Patton, W. & Pratt, C. Assessing the Training Needs of High-Potential Managers. Journal of Public Personnel Management. 2002, 31(4), 465-484
Thomas, A. & Panchal, A. Case in Competency: Training Needs Assessment. SCMS Journal of Indian Management, 2010, 5-16
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