So what we're going to talk about now is training needs analysis. Before we start to identify what training our people need, we need a little bit of underpinning understanding about what training actually does, how does training work. So we're going to explore that a little bit. Once we understand that the mechanism of training or learning, then we can start to identify good solutions solutions that will help people to get to where we'd like them to get to. In order to do that, I'm going to introduce to you what's called the taxonomy of learning domains. So this is Bloom's taxonomy of learning domains.

So it sounds a bit complicated, but really all a taxonomy is is a way of naming and describing or understanding something. So here we're looking at the different sorts of learning that people go through, and there are actually three and we're going to see how people go through those processes. The first learning domain is called the cognitive test. And in layman's terms, we're really talking here about knowledge. So when we learn new knowledge, what's the process that we go through to learn new knowledge. psychomotor is the second domain, which really we can describe as skills.

So the ability for people to do something different or to a higher degree of skill or proficiency. And the affective domain is the way that people feel about it, their attitude towards it. So Bloom's Taxonomy addresses all three of those learning domains. The affective domain is a little bit problematic. And we'll talk more about people's attitudes in another program which is aligned to this, which is all about how to create a culture that you're looking for. So that kind of goes into the behavior and cultural side of things, but we'll touch on on affective domains as well.

So we've got the three domains there of cognitive, which is knowledge psychomotor, which is scale and effective, which is attitude. What's the process then that somebody goes through, as they're becoming proficient in a new skill, some new knowledge point a change in their attitude. Let's start with cognitive. The first thing that happens with learning something new in terms of knowledge, is that we are able to recall something. So recall or recall, is the first stage in this process that people go through. That's you and me, we get through this process.

Secondly, after we can just recall a fact, we can then start to understand that a bit better. So just to give you an example of this, when I was at school, I learned that seven, seven is a 49. So I'm able to recall that and whether I understand it or not, I can recall it. When you first learn times tables, if you did learn times tables by rote, you probably didn't really understand what seven sevens meant, but you knew that seven sevens are was followed by his 49. So you just able to recall it, then as time goes by, hopefully, you're able to understand it more. So you start to think, well, if I had seven, seven times, that's how I get to 49.

That's how it works, you start to understand it, you can then use that knowledge in in other areas. So you can start to use it and apply it. You might go through a stage where you become a bit more analytical about it. So you get a bit deeper into the detail, and you start to investigate it further. You then synthesize it. So synthesizing knowledge is really when you start to take some knowledge.

And you start to change it in some way, or apply it to other situations that are similar, if not the same. So you're able to adapt, synthesize, internalize, and start to use that knowledge in other areas. And then you tend to look back and say, Well, how does that help me? What do I now understand about that, and so on. So those are the different levels that people go through that we tend to go through. As we're learning something new.

Skill sort of thing is similar but slightly different. So the first thing that happens when we're learning a new skill is we tend to copy it. So that's the first natural thing. And we were kind of familiar with that. So he wants to learn something new we to let me watch you. So we like to watch somebody first.

And then we start to copy what they're doing. So that's the first stage of the learning process. Once we start copying, then we start to manipulate so by that we mean because everybody's slightly different with different levels of motor skills and so on. You'll probably do it your own way slightly and you start to develop your own way of doing something to some degree, you then start to develop precision, you get good at it. You then integrate that skill it This is similar to the synthesize part of the knowledge domain where you Start to integrate that skill into your own activities and you can apply that skill in other areas. So automate is when you get to the point where you no longer have to think about doing the skill.

It just comes naturally a bit like when you drive a car, we're used to driving a car, you get to your destination, you don't think about changing the gear. You don't think about doing the clutch or how hard you press on the accelerator. You just naturally do it. It's automated. And finally, we've got the affective domain to choose. How does that work?

Well, what happens first is that we become aware of some information or perhaps a new way of looking at something. And next we react and how we react is likely dependent upon our worldview, how it affects us in some way. And so we have an instant reaction to that information after a while, we start to Determine how we feel about it. So we we value it. Now, if we're going to adopt this attitude, well, we'll see some relevance and some value in it. So we will actually value it.

If not, then we might stop there, we're not going to do the thing that we've been trained, we don't see why we should, and so on. So actually, part of what you're trying to do in trading is get somebody past that, so that he starts to value the information you're giving them and see as important. Next is, they have to organize information. So that perhaps involves reorganizing their value system. So whereas they used to think this was the most important thing, now they have to replace that with something else that's now been introduced. So they have to reorganize that value system.

And then they internalize it, they start to it starts to become them the way they feel about it. And it's adopted by their own value. So it becomes something that they care about person. That's quite an interesting one, if you're doing things around, perhaps behavioral change. So if you're trying to train somebody to wear PCP, or you're trying to get them to lift properly, or even just look after each other, make sure that each other is wearing the right peepee or not doing something dangerous, then that affective domain is, is probably the most important one. So it's not just enough to give people knowledge about what PP they should wear.

It's not just enough to make sure that they know how to put it on. But you want to get to a point where they value it, and they understand the reason for it. And it becomes part of them. And so then if they see somebody else not doing it properly, they're likely to intervene and say, No, actually, you should do it. So that's the idea behind the effective debates is trying to build that bridge between just head knowledge and what people are going to do after the training. What's quite striking, though, If you look at what can be actually accomplished, during a training session, you're really only looking at recall and understanding during a training session for the cognitive domain, you're really only looking at being able to copy and manipulate in the psychomotor domain.

And in terms of the affective domain, you might get people to start taking it seriously, and valuing it, but it's still gonna take a bit of time to internalize it and to make it theirs. So I think what's important on this slide is to realize that training in itself or on its own, cannot deliver all of the change you're looking for. It has to be supported by the business. So in this section, we said that we're going to be looking at training needs analysis, and I said, we really needed on Sunday a little bit about how people learn. So to review those three areas is the cognitive domain, which is about knowledge. There's the psychomotor domain, which is really all about And be able to do something different.

And the affective domain is about attitude. So thinking about those things, how does that relate to identifying what training people need. So really what you're trying to do with training needs analysis is you're trying to identify the gap between the required skills that somebody might have, and the actual skills that they currently possess. You're looking to identify the knowledge that people need, and the knowledge they currently have. And you might be looking to identify the current behavior, versus what they actually need and what we'd like them to be doing in terms of their behavior. So if you look at those three elements, it should become obvious where Bloom's Taxonomy sits with this.

So when we're thinking about what training is required, we're always asking you what skills are required what knowledge are required. What behavior is required? And what's the difference between what's required and what we've got, where there's a gap. That's where the training needs to set. So let's have a look at how you might do training needs analysis for added value training that that middle box that we talked about at the beginning. So in order to achieve our business goals, whether that be to improve our equipment efficiency, and to increase our customer service, to make sure that our customers in our restaurants are happy, whatever the business might be, in order to achieve those business goals, what knowledge do our staff need?

What skills are they going to need in order to deliver those business goals? So if we need 50% more customers, what skills are they going to need in order to deliver that? What knowledge do they need in order to deliver that? And importantly, what attitudes and behaviors are We're looking for in order to support what we're asking them to do. So if we want people to be better at dealing with customers and getting less to customer complaints, then what about attitudes and behaviors? How can we identify what's required there?

So really, it's about identifying what's needed. And looking at the gap between what we need and what we've got. training needs analysis for compliance training is very similar. So in order to be compliant, what knowledge do people need? What skills do they need? What attitudes and behaviors are we looking for?

And the added one for compliance might be what are the certificates or qualifications that the law requires or that our industry requires in order for our people to do that job. So it's the same sort of principle with the added area of certification possibly. So just going back to this illustration that we looked at, earlier on in the program, we've got to A high level business goal here, which is by October the 28th, will have increased equipment efficiency by 20%, as measured by the factory KPI management system. So this is the high level business goal that we want to achieve. Below that we've got a couple of other lower level goals. So we've got average changeover times to reduce by 7%.

And we've also got this sheduled preventative maintenance in place that we want to implement to make sure that we're delivering that higher level business objective. If we take the stream around reduce changeover times, we're saying that by March, we want to reduce line two by 20 minutes change overs. Line one, we want to reduce that by 10 minutes. And of course, if you come all the way down there, as we saw before, we have a trading requirement, and that is the owner needs to have changeover and reduction training. So we then start asking, okay, well, what skills Am I going to need in order to deliver that reduced change over time? What knowledge does she need in order to deliver that change over time?

So it actually be thinking about, okay, well, does she know what she needs to know in terms of theory around change over how it's done? What's the process for reducing it? So you probably identify a training program or maybe working with somebody else, so that she understands how to do that. Again, this is an example we've seen before we go all the way down to the bottom there. And we've got some questions there around lean awareness. So how do we make sure if you want people to put their hand up and say, Look, I think there's an improvement opportunity here.

In order for us to get that behavior. We are going to need to make sure that our teams have some basic knowledge about what they should be looking for. So perhaps some basic lean awareness training, so they can spot waste when they see it. Maybe some lean project management training for those people that are going to be delivering it. What skills would they need? What knowledge would they need in order to deliver a lean project?

So again, these are aligned training programs. And through training needs analysis, we've been able to identify specific training interventions that we can deliver