Needs Assessment
This project was a group effort for the course EDIT 7150E Principles of Human Performance Technology and Analysis with Professor Dr. Jill Stefaniak. The team was composed of Amy D’Arcy, Stephanie Denny, and myself. We did not have defined roles and split the majority of the tasks equally.
The project, a Needs Assessment, was conducted in a corporate manufacturing setting for a client. Our goal was to determine the factors causing box former equipment stops that were delaying production and preventing the client from reaching their production goals. Consequently, we aimed to propose solutions to increase the output of boxes by the box former equipment. This comprehensive study involved reviewing past studies, identifying our own needs gap, and analyzing the gathered information. It was an interesting and gratifying project, as it was conducted in a real-world setting, and the results were well-received by the corporate leadership.
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One of my roles during the needs assessment was to gather information. Our team developed two anonymous surveys targeted at two groups: the operators and the maintenance team. Additionally, we conducted observations and used focus group questionnaires. These data collection methods were selected based on the characteristics and needs of the population we were working with, ensuring they would effectively capture relevant insights. By using mixed methods, we were able to collect both qualitative and quantitative data, giving us a more comprehensive understanding of the situation.
Our findings revealed several reasons for the equipment stops, primarily mechanical issues and a lack of preventive maintenance. Although the perceptions about training did not highlight it as a major cause of stoppages, a small percentage indicated a need for more experienced operators or training in equipment operation and troubleshooting. This finding, when examined in context, suggested that high employee turnover during the COVID-19 pandemic in 2020 had affected employee retention and knowledge retention.
Other findings indicated a need for targeted training, improved preventive maintenance practices, and the availability of replacement parts for the equipment.
As part of our recommendations, we assessed eight interventions: six non-instructional and two instructional. The non-instructional solutions were Feedback Mechanisms and Collaborative Communication, Instantaneous Communication Tools, Collaborative Platforms, Standardized Work, Maintenance Optimization, Enhanced Quality Control Measures, and Supply Chain Management Optimization. The instructional solutions were Enhanced Training Programs and Technical Skill Development.
I chose to showcase this project because it was rewarding to apply concepts such as systems theory and human performance systems. Systems theory, in particular, was instrumental in understanding the interconnected factors contributing to the equipment stops and helping us develop holistic solutions. One of my favorite parts of the project was conducting the focus groups. It was a delicate situation, and by being able to elicit valuable insights from two opposing groups while maintaining peace and professionalism, I demonstrated my ability to manage complex scenarios effectively.