A comprehensive learning programme design process!
The purpose of a 3D needs analysis is to identify the development goals and learning needs of a specific group. The process involves three key stakeholder groups:
- The learners;
- Their managers or other people who know them well, such as HR representatives;
- The consultants who organise and facilitate the process.
Session objectives:
- Introduction to the programme;
- Getting to know one another;
- Defining learning needs;
- Initial self-assessment and the setting of learning objectives.
How the 3D learning needs analysis works:
1. Self-assessment and manager assessment:
The learners complete an independent self-assessment, while their managers or other people who know them well assess them separately. At this stage, the consultants only organise and facilitate the process, as they do not yet know the participants well enough.
2. Identifying strengths and areas for improvement:
Based on the information collected, the capabilities that need to be developed are identified. Learners, managers and consultants each contribute their perspectives independently.
3. A development plan combining seminars, self-directed learning and alternative methods:
All identified topics are written on sticky notes and grouped into three columns:
• Capabilities to be developed through seminars;
• Capabilities to be developed independently;
• Capabilities to be developed through other available methods.
This provides a comprehensive overview of the group’s development needs and helps distribute learning activities effectively between seminars, independent work and other development methods.
The main objective of the methodology:
To create a focused learning programme that addresses genuine learning needs and avoids unnecessary training on “nice-to-have but non-essential” topics. Because the needs analysis involves three stakeholder groups—the learners, people who know them well and the consultants—the methodology provides a comprehensive assessment of development needs and engages all participants in the learning process from the very beginning.
As a result, they become not only participants but also active contributors to the programme’s design.