DST Systems Case Study Using The Example Situation Below

Dst Systems Case Studyusing The Example Situation Belowcomplete The Fo

Dst Systems Case Study using the example situation below, complete the following Training Needs Analysis (question set below). In addition to answering the Training Needs Analysis questions, write a one-page double-spaced summary over how the information collected would benefit a trainer and why a trainer would use this process.

Dst Systems: Document Manager Project — The Application Analyst (AA) department manager, Lori Williams, called the training department and asked to discuss the new product they were rolling out to all the company's AAs worldwide, and what training could be offered starting on August 11, 2009, and ongoing, as they were planning to release Document Manager on October 2, 2009. This product would affect 2500 people.

Lori explained that all of the AAs were creating similar documentation repeatedly, saving it individually on their desktops, and were unable to share the information because there was no document repository. Document Manager would address this issue by enabling all AAs to share documentation and include a template for use. The new system would make work easier and faster and help meet upper management’s goals for increased documentation efficiency. All affected employees needed training before the launch date of October 2, 2009.

Sarah Ward and Caroline Smith, the trainers, asked Lori about current practices. Lori indicated that AAs currently used WordPerfect 2001, but Document Manager would operate with Microsoft Word 2007. Given this significant change, every employee affected would require a training session of at least two hours. Because of the need for hands-on practice, the training needed computers, but the classroom capacity was only 15 participants per session. Lori expressed interest in online training options accessible via the company’s intranet. She also wanted assessments to ensure employees passed tests using Word 2007 and Document Manager before gaining access to the new systems. Travel expenses for trainers or employees had not yet been determined, and the method for reaching global employees was still undecided.

Training Needs Assessment

Department:

Application Analyst (AA) Department

Date:

[Insert date]

Department Supervisor:

Lori Williams

Desired Program:

Training on Document Manager and Microsoft Word 2007 for all affected employees before the October 2, 2009 rollout.

Goals

  1. What organizational goal is driving this training?
  2. The primary goal is to improve documentation efficiency and collaboration among AAs by implementing the new Document Manager system, aligned with upper management’s objectives for productivity and data sharing.
  3. What will the benefit be?
  4. Enhanced productivity, reduced redundancy, improved document sharing, and standardized documentation processes across the department and globally, leading to better service delivery and knowledge sharing.
  5. What is the skill gap?
  6. Employees lack familiarity with Microsoft Word 2007, the new Document Manager interface, and best practices for digital documentation sharing and management, representing a significant competency gap.
  7. What competencies (knowledge, skills, or attitudes) will this program need?
  8. Knowledge of Word 2007 features, understanding of Document Manager functionalities, ability to create and manage documentation efficiently, and a positive attitude toward adopting new technology.
  9. What evaluation will be used to measure the level of goal achievement?
  10. Pre- and post-training assessments, practical tests on the new software, feedback surveys, and tracking the completion rate of documentation tasks following implementation.

Target Population

  1. Who will be trained?
  2. All 2,500 Application Analysts worldwide affected by the Document Manager rollout.
  3. What is the estimated class size?
  4. Limited to 15 participants per session due to classroom capacity, requiring approximately 167 sessions to accommodate all participants.
  5. How many classes will there be and how long will this training last?
  6. Multiple sessions over several weeks, with each session lasting approximately 2 hours, supplemented by online modules for flexibility and reinforcement.
  7. What are the knowledge and skill prerequisites?
  8. Basic computer literacy, prior experience with WordPerfect or basic word processing, and familiarity with office productivity tools. Prior knowledge of the application is not required, as training starts with foundational features.

Type of Training

  1. What type of program is being proposed?
  2. A blended learning program combining instructor-led classroom training, online self-paced modules, and assessments.
  3. What media, if any, will be used in the training?
  4. In-person instruction using computers, online training via the company intranet, multimedia presentations, video tutorials, and interactive quizzes.

Alternatives

  1. What will happen if we do not deliver the training?
  2. Employees will likely struggle to adapt to the new system, resulting in decreased productivity, increased errors, frustration, and delayed project timelines.
  3. What are the restrictions or limitations for delivering a program?
  4. Limited classroom capacity, potential language barriers for global employees, varying levels of computer proficiency, and budget constraints for travel and technology resources.
  5. What other methods may be used to reach the goal (include limitations and advantages)?
  6. Remote live webinars, recorded online tutorials, and e-learning modules offer flexibility and cost savings but may lack face-to-face engagement. E-learning allows self-paced learning but may be less effective without hands-on practice. On-site training guarantees direct support but increases costs and scheduling complexity.

Summary: How the Information Collected Benefits Trainers and Why Use This Process

The comprehensive training needs assessment detailed above offers invaluable insights for trainers preparing to roll out new technological systems to a diverse and global workforce. By systematically identifying the organizational goals, the skills gaps, and the preferred learning modalities, trainers can tailor their programs to maximize efficacy and learner engagement. For instance, understanding that employees are familiar with basic computer functions but require specific instruction on Word 2007 and Document Manager allows for targeted content that accelerates learning and reduces unnecessary repetition.

Furthermore, assessing the target population’s size, geographical distribution, and current skill levels enables trainers to plan resource allocation effectively. The use of blended learning strategies—combining instructor-led and online formats—maximizes reach while respecting constraints like classroom capacity and budget limitations. This multifaceted approach ensures coverage of all employees, including those in different time zones, and fosters continuous learning beyond initial sessions through online modules and assessments.

From a pedagogical perspective, gathering detailed needs analysis data facilitates the design of relevant, user-centered training courses. It highlights the importance of pre-assessment and post-assessment, ensuring that training objectives translate into measurable performance improvements. Additionally, understanding potential barriers—such as language diversity or limited access to technology—helps trainers develop supportive solutions and contingency plans.

In essence, this process ensures training is aligned with strategic organizational goals, addresses actual competency gaps, and adapts to learner needs and constraints. It promotes higher engagement, better retention of skills, and smoother implementation of new systems, ultimately resulting in a more competent and confident workforce capable of leveraging technological advancements for organizational success.

References

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