Learning needs analyses are undertaken in industry and business to determine the gap between the existing skills, knowledge and abilities of staff and those that are needed for the organisation to function at the desired level. Once this gap is determined, decisions can be taken as to the type of training required (if this is the preferred action) and the form of delivery.

Likewise, in an educational setting, a learning needs analysis helps students identify where they are in terms of their knowledge, skills and competencies, versus where they wish to be - what are their learning goals?

Adults learn better when they can see a reason or relevance as to why they are following a programme of study. By conducting a learning needs analysis with prospective students, the learning provider can identify what programmes are needed. Including learners from the outset will help ensure that course content, schedules, etc., are in line with the needs of the student. By assisting the learner to identify the gaps in his/her own learning, the provider will be better able to support the student.

Why conduct a learning needs analysis?

A learning needs analysis will help:

	Identify what skills and knowledge the learners already have
	Highlight skills/knowledge/competencies that need developing
	Identify clearly what students wish to achieve
	Outline and define expectations and goals
	Establish need and demand for the course you have in mind
	Determine what can realistically be achieved given the available resources
	Identify any obstacles or difficulties which may arise
	Increase the sense of ownership and involvement of the students
	Provide information about your student group - know your audience
	Achieve a correct fit between the provider and student, i.e., the course matches student needs and expectations
	Identify the content that best suits students needs
	Determine what is the most appropriate delivery format - class based, online or a mix of these and other formats
	Determine what skill set and knowledge base is required of the tutor
	Develop a budget and cost benefit analysis
	Establish when is the most suitable time to deliver the programme and over what time frame
	Ascertain the most suitable evaluation mechanisms
	Outline what results can be expected and if/how these can be measured

Ideally, a learning needs analysis is conducted with a group of students before a course takes place. The consultation determines what type of course is needed. However, in many cases it may not be possible to conduct a learning needs analysis as a prescribed curriculum may be in place, or funding may be secured for running a predetermined programme. In such instances, providers may not have the luxury of developing the content with the students, or of changing elements of the course design. Instead they may need to persuade learners why a particular course is of value. Tutors should still consult the group to determine what their expectations are and to consider the most suitable methodologies to adopt.

Steps in Learning Needs Analysis: Design - Conduct - Analyse

When designing the learning needs analysis, the aim is to:

	Assess the current situation
	Define the problem - what gaps exist?
	Determine if there is a need for training/learning
	Determine what is driving this need for training/learning
	Evaluate existing training
	Assess the possible learning solutions
	Ascertain information about logistical considerations/constraints

Conduct

The following methods, or a combination of these methods, can be used:

	Interviews
	Focus group - a small group is selected to represent the interests of the larger group and a group interview is then conducted
	Questionnaires
	Follow-up surveys from previous students
	Observation
	Action Research

Ensure the culture and context of the respondents is taken into consideration, e.g. questionnaires may not be appropriate for learners with limited literacy levels. It is important to use open ended and descriptive questions that will elicit information. Pilot the questionnaires/ interview forms that have been devised so as to ensure sufficient information is received, as this will allow for revision if necessary.

Gather the information and sort it into categories that help you identify themes/topics that need to be addressed.

	What topics/issues can be prioritised?
	Which, if any, elements are common to all responses?
	Are there any inconsistencies in the responses?
	Are there any numerical values of relevance?
	Is there a fit between the trends emerging and the capabilities of the learning provider?