Objective

Develop learning programmes which retains the best staff and attracts new employees to your business, thus enabling your operation to develop its people and meet key business goals.

Capability gap analysis

Both diagnostic and summative assessments are recommended. Diagnostic assessment is to determine the company's current competency level. It also helps identify educational and training needs. The summative assessment determines whether a unit of competency has been met after training. Assessment undertaken is based on the principles of validity, reliability, flexibility and fairness.

1. A performance checklist is established based on the business's competency standards or job profiles for the roles (if they exist).
2. The employee is prepared for assessment by having the purpose, criteria and methods for the assessment explained fully. At this point, we seek feedback regarding the assessee's understanding of the assessment procedure.
3. In conducting the assessment, a fair, appropriate, non-threatening assessment environment is maintained at all times.

Learning/Training Needs Analysis

Data is then gathered about the organisation's ability to meets its goals and to identify skill gaps. This process is

• based on facts not assumptions
• directly related to overall business plan
• tied to core competencies of roles (following from competency based assessments already conducted)
• linked to other tools – performance evaluation, skills inventory, promotion and turnover statistics

From here, the training needs analysis proceeds:

1. Identify competencies that relate to specific jobs/roles
2. Identify competencies held by individuals for specific job/roles
3. Compare competencies currently held by individual with those competencies required for the job/role
4. Outline the training requirement in sufficient detail and appropriate format to allow a training programme to be prepared

It is important to understand the size and significance of the capability gap. Small gaps can be addressed by one on one coaching or refresher sessions. Qualifying the size of of change required is determined from assessing the competence of company staff and comparing it with desired performance. Each skill gap can be classified as follows:

Design and develop learning programmes

To develop effective accredited learning programs for your business or department, CMT will focus on preparing SMART (specific. measurable, achievable, realistic and timed) learning outcomes for guidance in preparing the programs. Training outcomes will be based on

• performance – result of what each learner will be able to do
• standards – minimal acceptable performance level
• conditions which learning will take place

We will at all times work closely with Human Resources and Line Management to ensure learning programs are aligned to corporate learning strategies.

Acnowldegment: Much of this assessment methodology follows the excellent treatment covered more fully in "The Trainer's Toolkit".