Needs Assessment

Annually, the Training Manager should review organizational (campus), occupational (job-specific), and individual needs for training. Particular attention should be devoted to the following with respect to course design and content:

Regulatory requirements utilizing a training matrix
Demographics of the training target audience and their training needs.

The needs assessment should identify the target audience characteristics and plan for instruction by influencing course design

Regulatory Requirements

The Training Manager should identify the minimum training requirements that each individual must complete in order to be compliant with federal, state, local, and campus regulations. At minimum, the training matrix published by Cal/OSHA should be incorporated.

Demographics

Needs of specific populations should be taken into consideration. Training should address the question, “What is the literacy level of your target audience?

”Federal Occupational Safety and Health Administration (OSHA) has acknowledged training comprehension as a significant risk to workplace safety and so stipulates information be presented in a manner that employees receiving it are capable of understanding (OSHA, 2010).

Population	Practices
English Language Learner (ELL), English as a Second Language (ESL), or Limited English proficiency.	Materials should be easy to understand (simplified) or written in languages other than English. Favor those materials that encourage interaction, participant input, and critical thinking. Convey information using pictograms, visuals, and demonstrations or other methods that are non-verbal. Partner them with other participants who can help. Employ approaches similar to those used for low literacy audiences.
Illiteracy. Literacy can be defined as the ability to "use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential" (National Coalition for Literacy, 2009). Some individuals, including those born in the U.S., have limited literacy in their primary language. Some may speak a language but not able to read or write it; others may be able to speak, read, or write but at a level significantly lower than the level of the training.	Prepare or acquire low-literacy training materials and teaching methods that are visual in nature and not limited to written communication (i.e., teach to a 5th grade level). Use teaching methods that require fewer literacy skills (i.e., photos, short role-plays, case studies, demonstrations, hands on practice, and small group activities). Demonstrate what you're saying by using touchable items (i.e., models, samples). Use short, simple sentences, avoiding jargon and slang terms. Present one topic at a time. Repeat key information. Use materials with large print, simple (serif) font, lots of white space, and drawings.
Non-English speaking. A person's verbal ability often tends to exceed their literacy levels.	For best results, communicate and provide materials in the native language of the participants. If the instructor does not speak the participants' primary language, interpreters may be used. Try to use a translator with trusted credentials. Using coworkers as translators should be done with caution. Employ approaches similar to those used for low literacy audiences.
Non-traditional employees (Day laborers, contingent workers, and temporary workers). Individuals in facilities, craft, physical plant, field, dining, and or housing positions.	Favor visual and verbal methods over written text. Many of these employees don't have regular access to a computer. Employ approaches similar to those used for low literacy or non-English speaking audiences; ensuring maximum communication of content with minimum language interference.
Special Needs. Individuals with an inability to perform some or all of the tasks of daily life; may require modifications or adjustments that make it easier (possible) for a person with a disability to participate in the same manner as other employees. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders.	Accommodate these individuals by implementing modifications to the lesson plan (i.e., skipping subjects, simplified assessments, shorter assignments, extra aids, and extended time). Skip material that is inappropriate for the individual's abilities, or teach less information than typical participants. Implement shorter assignments, such as a test with 10 questions instead of 50. Provide a list of words (called a word bank) during tests to reduce lack of recall. Allow them to benefit from offering
Young Workers. Workers who are high school or college age and recent additions to the workforce require additional guidance. They may be fully able to intellectually comprehend training information, but they lack the experience that time in the workforce provides.	Provide real-life examples or role-playing scenarios. Place emphasis on safety and health precautions, experiential exercises, and demonstrations that exhibit the inherent danger that lurks in the workplace.