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Training Needs Analysis in the
Sports, Fitness and Recreation
Industries
Presented by Wendy Perry
Workforce BluePrint
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Objectives
 To provide an understanding of how to
undertake a Training Needs Analysis (TNA)
 To demonstrate how to use National Training
Packages to quantify skills, strengths and
development needs
 To provide the methodologies, tools and
frameworks to conduct your TNA
 To link TNA with workforce development and
workforce planning
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Program Content
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Identifying what your client wants;
Relationship development and management;
Communication and consultation strategies;
Scoping the TNA – who and what to measure against;
TNA methodologies and tools;
Reviewing relevant internal documentation and evidence,
past/current projects;
Understanding the external environment;
Developing job skills profiles – different approaches and tools;
Designing competency frameworks – using National Training
Packages and competency standards;
Validation strategies;
Identification of strengths and training development needs ;
Latest organisational and professional development methodologies;
and
Presentation of a framework and TNA report with recommendations
and feedback.
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Business case for a TNA?
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Significant employer or small employer?
Dynamic and complex economic, legislative and
contractual environment
Challenges with shift in demographics and age profile
Industry and policy directions (national, state, local)
Strategic and business plan, new project, site, facility
Problems attracting, recruiting and retaining staff
Increase workforce productivity, quality, skills
shortages, occupational health and safety, risk
Example of good practice and increasing levels for
RTO service contracts/client expectations
Evidence based approach for capability, tenders
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and proposals
Starting points for a TNA
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Performance problems
Introduction of a new system or
processes
Automatic , irrelevant or habitual
training e.g. compliance based (stay in
business training)
Significant change/opportunity and
need to define capability
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Develop an outline of your
TNA report
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Activity: Draw a diagram or mind/idea
map of the outline of your TNA report
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Definitions
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Training Needs Analysis (TNA) - also known as a gap needs
analysis – identifies skills/competency gaps by isolating the
difference in and between current and future
skills/competency. This is achieved by collecting both
qualitative and quantitative data for analysis.
VET Training and Assessment – formal learning and assessment
against units of competency and qualifications from National
Training Packages or accredited courses through a Registered
Training Organisation
Workforce skills development – all forms of learning and skills
acquisition
Workforce development - bridges the gap between the
current workforce and the desired workforce forecast
Workforce planning - analysing workforce profile data and
trends; forecasting demand; analysing supply; and
undertaking a gap analysis
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Capability Framework
Values and Behaviours
Skills and Competencies
© Workforce BluePrint - 21 December 2010
KPI’s and Targets
What is workforce development?
Workforce development bridges the gap between
the current workforce and the desired workforce.
Workforce development is underpinned by
competency profiling, prioritisation and hot spot
analysis.
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What is workforce planning?
Workforce planning relates to analysing workforce
profile data and trends; forecasting demand;
analysing supply; and undertaking a gap analysis.
Data analysis, knowledge management, scenario
planning and Imagineering are relevant
approaches.
Workforce profiling and analysis
should reflect organisational structure
now and into the future…
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Different methodologies for TNA’s
• Person analysis - profiling individuals
• Job analysis – profiling jobs, option:
triangulation with 3 profiles per job role
• Organisation analysis, option: sample across
the organisation – job role based
• Bottom up, problem based or profiling
against a [future] skills/competency
framework
Activity: What methodology would suit your
organisation?
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Skills Australia
Service Skills Australia
• Skills for prosperity: a road map for vocational
education and training
• Australian Workforce Futures: A National Workforce
Development Strategy
• Sport, Fitness, Outdoor and Community Recreation
Environmental Scan 2011
• Getting on Track for Change: A workforce
development strategy for the sport and recreation
industry
• Forecast of labour and skills requirements
• Productivity in the Service Industries
• Pathways to Participation
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TNA MODEL
STEP 1: SCOPE & ENVIRONMENT
•Why?
•Strategic Objectives
•Internal / external environment
STEP 5: MONITOR, REVIEW &
EVALUATION
•Outcomes of the TNA
•Implementation
•Monitoring
STEP 4: VALIDATION & GAP
CLOSING STRATEGIES
•Areas for action/development
•Priorities
•Resources, timeframes and
responsibilities
STEP2: CURRENT WORKFORCE
PROFILE
•Skills and competencies
•Core, compliance, leadership,
functional areas, job specific
skills
•Issues / challenges
STEP 3: FUTURE WORKFORCE PROFILE
•Skills and competencies
•Skills / competency framework
•Scenarios
Stage 1. Scope and environment
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Why?
Duration of Strategic Plan and objectives
Scope – whole workforce?
Stakeholder engagement
Key performance indicators and timetables for
implementation
Best fit TNA methodology
External environment – industry, professional,
regional trends
Internal environment – timing, context
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SA State Aquatic Centre
Skills and Competency Framework
Objectives
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To build a competency framework for the South
Australian State Aquatic Centre
To profile the skills needed for 41 identified job
roles
To identify core (common) competencies
required for all staff at the State Aquatic Centre
To use the job skills profiles for competency
based recruitment, jobs descriptions and
training needs analysis
To identify the common areas for skills
development and purchasing of training from
Registered Training Organisations
Job roles
SAC Customer Service Officer
SAC Customer Service Supervisor
SAC Customer Service Coordinator
SAC Membership Sales and Liaison Officer
SAC Venue and Duty Manager
SAC Health and Wellness Membership Sales
SAC Aquatics Operations Manager
SAC Human Resources Manager
SAC Human Resources Officer
SAC OH&S Manager
SAC Finance Manager
SAC Accounts Payable Clerk
SAC IT Systems Maintenance Manager
SAC Event Management Officer
SAC Lifeguard
SAC Swim Instructor
SAC Aquatic Program Leader
SAC Stadium Program Leader
SAC Sports Shop Manager
SAC Sports Shop Retail Staff
Job roles
SAC Child Care Centre Manager
SAC Child Care Staff
SAC Cleaning Staff
SAC Window Cleaners
SAC Cafe Manager
SAC Chef
SAC Kitchen Hand
SAC Cafe Waiting/Serving Staff
SAC Cleaning Manager
SAC Groundsperson
SAC Grounds Manager
SAC Machinery Maintenance Officer
SAC Pool Maintenance Officer
SAC Maintenance Manager
SAC Nutritionist
SAC Sports Podiatrist
SAC Pilates Physiotherapist
SAC Hydrotherapy Physiotherapist
SAC Group Training Instructor
SAC Gym Instructor
SAC Gym Manager
State Aquatic Centre Competency Framework
JOB SPECIFIC
General Centre
Pool & Swim
Leadership Skills
School
Compliance
Gym
Leadership
CORE
Shop
Maintenance
Child Care
Creche
WFBP - V1 10th October 2010
Cafe
© Workforce BluePrint 2010
Functional Profile
Core Competencies
BSBINN301A Promote innovation in a team environment
BSBOHS407A Monitor a safe workplace
BSBCUS402A Address customer needs
BSBSUS301A Implement and monitor environmentally sustainable work practices
SRXGCSO06A Address client needs
SRXGRO002A Deal with conflict
BSBREL401A Establish networks
SRXRIK001A Undertake risk analysis of activities
BSBOHS201A Participate in OHS processes
SRXINU004A Promote compliance with laws and legal principles
BSBCUS301A Deliver and monitor a service to customers
BSBWOR301A Organise personal work priorities and development
BSBINM301A Organise workplace information
BSBMKG413A Promote products and services
BSBWOR402A Promote team effectiveness
BSBWOR204A Use business technology
BSBDIV301A Work effectively with diversity
Training Packages
Engagement and
Communication Strategies
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Whole of organisation? All job roles?
Utilise communication mechanisms across the
organisation – executive, management, general staff,
clients
Incorporate existing information e.g. Staff surveys, job
descriptions ...
An approach that works well is a practitioners working
group representing job roles and supported by HR/OD
teams
Development of a project action plan
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Stage 2. Current workforce
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Organisational chart – numbers and job roles
What is our workforce skills and competency profile?
What are our skills and development needs? Where
are there skills shortages?
What are our workforce issues that require action? Key
roles that are a priority/difficult to recruit/retain?
Organisations’ strengths and weaknesses?
Staff engagement strategy
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TNA - Skills and Competencies
(Stock-take)
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What are we measuring against?
What are our strengths?
What are our development needs?
Consideration: for individuals, for job
roles, for teams, for locations, for the
organisation?
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Stage 3. Future workforce
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Based on Strategic Plan
Decide timeframe to profile out
Internal and external changes
What operational structure,
skills and job roles will we need?
Skills demand: What profile do
we need? What skills are
required?
Supply: What is likely to happen
to our current workforce skills
profile +1, +2, +3 years
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OD/PD approaches
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Action Learning
Action/Applied
Research
Appreciative Inquiry
Buddying and work
shadowing
Coaching and
mentoring
Communities of
Practice (CoP)
Competency
Mapping
Creative Idea
Generation
Ecosystem
Fun Factor
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Idea Mapping/Mind
Mapping
K-cafes
Knowledge
Management
Mutual gains
bargaining
Networks
Problem-based
Learning
Project-based Learning
Scenario Planning
Skills Recognition
Speed Thinking
Strategy Formulation
Work-based Learning
Action/Applied Research
Appreciative Inquiry
Community of Practice
(Adapted from E Wenger 2006)
Practice
Domain
Practice
Practice
Communities of practice are groups of people who share a concern or a practice for
something they do and learn how to do it better as they interact regularly.
Source: http://www.ewenger.com/theory/
WFBP - V1 23rd August 2010
© Workforce BluePrint 2010
Competency Mapping
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Capability measurement – teams, organisations,
projects, networks, CoP’s
Capability/Competency frameworks (skills and
behaviours) linked with values
Competency based everything - job descriptions,
recruitment; performance management; retention
and career progression/planning
Use of clever tools and systems
Skills profiles (current vs. future requirements) and
skills recognition (RPL)
Qualifications and Statements of Attainment as
recognition for employees
Example of CoP participation mapped to
TAAENV501B: Maintain and enhance professional
practice
VET Workforce Capability Framework
Generic Capabilities
Administration Learning
& IT
Facilitation
Management
(Training,
Teaching)
Policy
e-learning
Leadership Skills
Program &
Quality
Coordination
Workforce
Development
Language, Literacy
& Numeracy
Vocational/
Technical
Capabilities
Assessment & Skills
Recognition
International
Engagement
Network, Industry &
Community
Engagement
Business
Development
& Marketing
Career
Development
Leadership
Learner
Support / Case
Management
Knowledge Management
 Tacit knowledge – is
knowledge that is
difficult to be
transferred to another
person by means of
writing down or
verbalising it.
Referred to as ‘knowhow’
Knowledge Management
 Explicit knowledge - is knowledge that has
been or can be articulated, codified, and
stored in certain media. It can be readily
transmitted to others
 Explicit – Explicit = Combination
 Explicit – Tacit = Internalisation
 Tacit – Tacit = Socialisation
 Tacit – Explicit = Articulation
Mind Mapping
Skills Assessment
Good Practice Model
Validation of skills and evidence
Competencies
Identification of
strengths
Facilitated Self
Assessment
Third party/
Supervisor
verification
Mix of
direct
& indirect
evidence
KPI’s
Identification of
development
gaps and career
pathways
Values and
behaviors
Underpinned by
principles of
assessment
WPAA - V1 September 2008
© Wendy Perry &
Associates Pty Ltd 2008
Speed Thinking Steps
(Adapted from Ken Hudson 2010)
1.
Start
- 9 responses/ideas/situations in 2 minutes
- can do individually to generate more ideas
4.
Action
2.
- 9 action steps in 2 minutes (or finished product)
3.
Evaluate
- in 2 minutes and pick one
- can do as partners
Build
- highest evaluated options and make it 9 times better
- 9 more ideas/bullet points
WFBP - V1 23rd August 2010
© Workforce BluePrint 2010
The Strategy Canvas
High
Low
WFBP - V1 23rd August 2010
© Workforce BluePrint 2010
Blue Ocean Strategy
(adapted from W Chan Kim & Renee Mawborgne 2005)
Value innovation - creating a leap in value for buyers and your company.
Equal emphasis on value and innovation, align innovation with ability, rice and cost positions
Blue Ocean Strategy:
- creates uncontested market space
- make the competition irrelevant
- create and capture new demand
- break the value-cost trade-off
- align the whole system of a firm’s activities in pursuit of differentiation and low cost
4 Actions Framework
Reduce
Which factors should be reduced
well below the industry’s standard?
Eliminate
Which of the factors that the industry
takes for granted should be eliminated?
A New
Value Curve
Create
Which factors should be created
that the industry has never offered?
Raise
Which factors should be raised well
above the industry’s standard?
WFBP - V1 23rd August 2010
© Workforce BluePrint 2010
Step 4. Validation and Gap
Closing Strategies
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What are the workforce skills/competency gaps
and priorities (hard to fill/replace, mission critical,
compliance)
What gap closing or workforce development
strategies could we implement to change your
organisation’s workforce skills profile?
Relationship with regional and industry organisations
Leadership and organisation wide ownership
Implementation of action plan mapped back to
strategic directions
Engagement and Communication – over++
Responsibilities, Timelines, Resources
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Stage 5. Monitor, review and
evaluation
 Outcomes of the TNA
 Regular monitoring and evaluation process
 Effectiveness of any strategy that is
implemented
 Success/otherwise and KPI’s
 Recommendations into the TNA cycle
 Back to the beginning
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Tools
• HATS, Mahara, iMindMap, Moodle, Skillsbook
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Evidence based approach to workforce and client demand
INDUSTRY
I1
I2
I3
I4
I5
CLIENTS
DEMOGRAPHICS
x
D1
D2
D3
D4
D5
D6
D7
D8
D9
D10
x
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
x
x
x
x
PARTNERS
P11
x
ENGAGEMENT
P12
P6
E1
E2
E3
E4
E5
E6
E7
E8
x
P10
P5
x
x
P1
P2
YOUR
ORGANISATION
P13
P7
x
P16
P9
P3
P4
P8
P15
© Workforce BluePrint 2011
SUPPORT
P14
S1
S2
S3
S4
S5
S6
S7
S8
x
Qualifications
Skills Profile
© Workforce BluePrint 2010
9
State/Territory/Region/
Community Capability
Team/Project Capability
Cluster/Network/Market Capability
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WORKFORCE PLANNING CONTINUUM
Organisational Capability
Individual Capability
Industry Capability
Contact us
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Action plan and take-aways
www.workforceplanningtoolscom.au
[email protected]
Tools:
http://www.workforceinfoservice.sa.gov.au/tools/b
bctoolkit
www.ntcoss.org.au
Workforce Planning Standards:
http://infostore.saiglobal.com/store/Details.aspx?Pr
oductID=996804
http://www.development.tas.gov.au/betterworkpla
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ces/better_workplaces/better_workplaces_kit