Needs Analysis for
Workplace SfL
Aim

to enable participants to make an informed
choice of suitable methodology for
workplace Skills for Life needs analysis
Overview
Effective practice model
 Skills-checking, initial and diagnostic
assessment
 Case study – LB Barking and Dagenham
 Needs interviewing activity
 Break ca.11.20
 Lunch 13.00

An effective practice model
Survey managers’ views of needs
 Survey unions’ views of needs
 Carry out employee training needs survey
 Produce training needs report

Aims of needs analysis
Identify specific goals – vocational / SfL
 Raise awareness – managers and
employees
 Reach least confident / motivated
employees
 Work with providers to develop relevant
programmes

Identifying employees’ SfL
needs

SfL confidence-checking (screening)
Refer to provider for
 Initial assessment
 Diagnostic assessment
SfL confidence-checking
(screening)
Short – usually around 15 mins
 Helps find out whether someone might
have a literacy, language or numeracy
need
 Checking confidence to identify employees
with SfL below Level 2

Initial assessment
Usually takes about 30 minutes
 Maps learner’s skills against a level or
levels within national standards
 Helps allocate learners to appropriate
programmes
 Training needed to carry out / interpret
results

Diagnostic assessment
Takes several hours, usually over period of
time during induction or in early stages of
training programme
 Much more detailed learner profile on skill
levels – spiky profiles
 Informs individual learning plans and
provides evidence for suitability of training
 Carried out by trained specialist

Possible sensitivities
Will make jobs less secure
 Don’t need any SfL training as are OK at
their job
 Will be seen by others as being ‘stupid’
 Identified as the cause of inefficiency in
the organization
 Do not want to repeat negative
experiences of school or other training

Overcoming sensitivities
Voluntary and confidential, supportive
rapport
 Involve ULRs
 Do not ‘single out’ individuals or small
groups
 Take place during the employees’ working
hours
 Explain clearly purpose and benefits

Overcoming sensitivities
Do not require employees to answer
questions
 Use appropriate, non-technical language
 Encourage employees to identify own
development needs and goals
 Provide an interpreter where necessary
