Learning Leader as a Needs Analysis Strategist

In this article, learning leaders Jerry Zandstra and Miriam Taylor explore the crucial role of the learning leader as a needs strategist. They highlight how learning leaders can guide their teams in asking the right questions and building strong relationships with stakeholders to uncover real needs. Through their insights, Jerry and Miriam explain how learning leaders can shift from being order takers to strategic partners, ensuring that the solutions they provide are truly aligned with organizational goals.

(JZ) In this article we’re looking at the learning leader as a needs analyzer. I think instructional designers are very familiar with the analysis portion of the design process, but this isn’t exactly what we mean here. We’re looking at how the learning leader can provide direction around the topic of a broader needs analysis any time an internal or external stakeholder comes to the learning team.

(MT) Right! I think the main way the learning leader can provide direction is to ask the question, “Is this truly a learning problem?” and then lead the way through the discovery and analysis process to make sure it truly is. 

(JZ) Too often, if there is a problem in an organization, the automatic solution is to produce training. We see this all the time.

(MT) Yes, and learning teams often find themselves in the position of being order takers if they don’t have strong leadership that can help sift through the real versus perceived needs and what the actual problems and solutions are.The learning leader also has connections across the company so they have a better understanding of overall company goals, current challenges or opportunities, and even internal politics.

(JZ) So can you share with us some specific strategies a learning leader can use to help their team effectively analyze needs?

(MT) So my first strategy is an overarching one. It’s really important to build strong relationships with stakeholders on any project. It’s essential to encourage open communication and engage in regular meetings, interviews, and feedback sessions. This approach helps in understanding their perspectives, goals, and challenges to ensure alignment. These relationships make the entire process of needs assessment much smoother.

(JZ) That makes a lot of sense. Keeping open lines of positive communication always makes projects go smoother. And, if we are trying to position the learning team as something more than just order takers, then communication is even more critical when the tough questions come up. Ok, so what’s next?

(MT) Define Clear Objectives: Help the team define clear, measurable objectives for the needs analysis process. Understanding what you want to achieve will guide the data collection and analysis efforts. This may be surprisingly more difficult than you think. Often stakeholders come to the learning team with only a vague idea of what they want their learners to be able to know, do, or believe. Defining the specific problem they need to solve or opportunity to capitalize on will go a long way to narrowing the scope of the project and creating alignment.

(JZ) So we’re building strong relationships and defining the project. What’s next? What does an actual needs assessment look like? Can you provide some examples?

(MT) Definitely! I came prepared in case you asked. A needs assessment can vary widely depending on the content and size of a project, but I put together a table that is included below that outlines the major topics a needs assessment really needs to address. Then I also included some potential questions to define the needs. It’s not comprehensive, but I wanted to provide a framework.

(JZ) Those questions are so helpful. I think any learning team can modify or add to them to create a needs analysis tool that fits their specific circumstances.

(MT) Yes, it’s always a working document, at least in my experience. Before we move on, I want to add another strategy to this discussion that is far less tactical. Encourage your team to develop excellent listening skills. This requires your instructional designers to give undivided attention and a thoughtful consideration of the stakeholders’ perspectives. Sometimes it’s hard to view the stakeholder perspective, especially when the learning professional is thinking of all the complications or extra work it will cause. But if your team doesn’t listen for the actual problem before jumping ahead to solutions, they run the risk of missing the real issue. Having sat on both sides of the table, I can’t tell you how reassuring it is to have an instructional designer listen carefully to my concerns and vision for a project before proposing solutions. Your team will build better relationships, and the entire project will flow far smoother just by listening with empathy.

(JZ) Miriam, thank you for your time and suggestions. I can see that by building strong relationships with stakeholders, utilizing an actual needs analysis tool that is customized for their project and listening carefully, learning and development teams are going to be empowered to create engaging and effective learning experiences.

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