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Education needs assessment – AIESEC in Estonia 11-12 REPORT of the Needs Evaluation Survey (short) This report provides the information resulted after applying an education needs assessment for members of AIESEC in Estonia. If needed, the questionnaire can be provided by contacting the following address: ioana@aiesec.ee

I. Characteristics of the sample Number or respondents LC Tallinn – 10 responses LC Tartu – 15 responses MC – 3 responses Total – 28 responses Respondents’ current position in the organization Current position in the organization Absolute value Relative value Team member (department, OC or both) 4 14% Team Leader 10 36% LST 1 4% OCP 0 0% LC VP 9 32% LCP 1 4% MC VP 3 10% MCP 0 0% leaving AIESEC in Estonia 0 0% As seen in the table above, most of the respondents are TLs and VPs = the leadership body of the organization

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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Last position in the organization Absolute value Relative value Team member (department, OC or both) 20 71% Team Leader 4 14% LST 1 4% OCP 0 0% LC VP 1 4% LCP 2 7% MC VP 0 0% MCP 0 0%

1

Respondents’ past position in the organization (the last one)


Prior experience: mostly team member experience, which means most of the respondents are at their first leadership experience (which mainly excludes the possibility that they are giving responses based on experience, but rather based on their perception regarding the position/s they are occupying at the moment). 4%

Respondents’ experience in AIESEC (duration)

less than 6 months

Experience in AIESEC Absolute Relative value value < 6 months 4 14% 6 months - 1 year 12 43% 1 year - 2 years 9 32% 2 years - 3 years 2 7% more than 3 years 1 4%

7%

14% 6 months - 1 year 1 year - 2 years

32%

2 years - 3 years

43%

more than 3 years

Most of the respondents have at least 6 months experience in the organization, which means they have at least a basic understanding of the organization and the way AIESEC functions. Given this fact, we can say that the responses for the questionnaire can be considered reliable for this preliminary analysis. Functions representation in the study Absolute Relative value value OGX 3 11% ICX 6 21% TM 7 25% ER 4 14% Communication 6 21% LST – external events 1 4% LCP* 1 4%

4% 4%

Department/Team

OGX

ICX

TM

ER

Comm

LCP

11% 21%

21%

14% 25%

LST

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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If results will be homogeneous and discrepancies between functions (in terms of skills preferred/considered to be RELEVANT/NEEDED for the role performed) won’t be so big, we can assume that the tendency observed in this study can be considered also for the functions which are lacking responses at this point.

2

As we can see in the table above, the functions that are most represented are ICX, TM and Communication, so there is a possibility that the results of this study would reflect mostly the needs of members on these departments. Also, the finance and projects functions are not represented at all in the study (although at least 7 members have OC/OCP experience), so we can’t say for sure if the same results/values apply also for these members.


II. Analysis of soft skills development – perceived need Soft Skills Development Perceived preparation – self-evaluation

Absolute value

Relative value

Well prepared. I’m confident that I have the skills and knowledge to succeed in my position. Adequately prepared. I still have information to learn, but I expect to do well and learn through experience. Unprepared. I’m not sure what to expect/I lack the knowledge and skills needed to succeed.

0

0%

28

100%

0

0%

As we can see, all of the respondents consider that they have the necessary preparation to perform in their role (with some information still needed along the way) and expect to learn from experience. Taken this into consideration, the education cycle for members of AIESEC in Estonia should have a strong PRACTICAL component (either through the nature of the educational events themselves, either through the methods of delivery used). General skills grading - compiled Respondents of the questionnaire had to rate the skills that they would NEED in their activities on a scale from 1 to 4. 1 = basic performance in that skill 2 = average performance in that skill 3 = good performance in that skill 4 = excellent performance in that skill ("I master this skill"). They had the liberty to mark as many as they felt/thought necessary, trying to mark JUST those that are most likely to be needed to fulfill their current role. 3.01 – 4.00 = highly needed (green). This means that the skills rated between 3.01 and 4.00 are the ones on which we should focus on developing through the education cycle (as respondents consider they need to develop these skills in a bigger amount) 2.01 – 3.00 = average needed (yellow) 1.00 – 2.00 = not that needed (red). These are the skills on which we should focus the least for developing them through the education cycle (because members don’t consider they need them to perform in their roles or already have developed them to some point which is necessary). n = number of responses for rating that skill

Skills General skills

Mean

Critical thinking Learning strategies Effective communication Presentation skills Setting goals & expectations

Analysis on function

Analysis on position

ICX (n=6)

TM (n=7)

ER (n=4)

Com (n=5)

Pj (n=1)

TMb (n=4)

TL (n=11)

EB (n=10)

MC (n=3)

3.04 2.69 3.32

2.00 2.33 2.67

3.50 2.80 3.33

2.83 2.43 3.43

3.00 2.75 3.25

3.40 2.80 3.40

4 4 4

3.25 2.25 2.50

2.81 2.60 3.45

3.00 3.00 3.60

3.67 2.67 3.00

2.88 2.96

2.67 3.00

3.40 3.00

2.80 2.71

2.25 3.25

2.80 2.80

3 4

2.75 2.75

3.00 2.81

2.88 3.10

2.50 3.33

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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3

OGX (n=3)


2.33 2.67 2.00

2.33 2.67 3.17

3.20 3.33 2.71

3.25 2.75 2.75

2.80 3.20 2.80

4 4 4

2.00 2.25 2.25

3.00 3.00 2.54

3.11 3.00 2.80

2.67 3.67 3.67

2.88

2.33

2.40

3.17

3.00

3.00

4

2.25

2.90

2.88

3.67

3.00 3.07 3.33

2.67 2.33 3.33

2.80 3.20 3.20

2.83 3.43 3.14

3.75 2.75 3.50

3.00 2.80 3.40

3 4 4

3.25 2.50 3.00

2.80 3.18 3.00

3.13 2.22 3.67

3.00 3.00 4.00

3.19 2.96

3.00 2.33

2.17 3.17

3.14 2.80

2.67 3.50

3.40 3.00

3 3

2.50 2.25

3.27 3.00

3.44 3.22

3.00 3.00

3.04 3.22

2.33 3.00

3.00 3.17

3.00 3.33

3.00 3.00

3.20 3.40

4 3

2.50 3.25

3.00 3.20

3.44 3.10

2.67 3.67

3.21 2.74 2.59 2.78 2.96

3.00 2.33 1.67 2.00 2.33

3.33 2.67 3.00 3.00 3.50

3.29 2.71 2.67 3.29 3.14

3.00 2.67 2.25 2.33 3.00

3.20 2.60 2.60 2.80 2.60

4 4 4 2 4

3.00 2.50 2.25 2.75 3.00

3.18 2.90 2.80 3.00 2.90

3.40 2.56 2.50 2.67 3.00

3.00 3.00 2.67 2.33 3.00

2.78 2.78 2.78 2.96

3.00 2.33 3.00 2.00

2.67 2.67 2.67 2.83

2.29 2.67 2.33 3.50

3.25 3.25 2.25 2.33

3.00 3.20 3.80 3.00

4 4 3 4

2.75 2.50 2.50 2.00

2.45 2.40 2.40 3.20

3.11 3.10 3.10 3.00

3.00 3.33 3.33 3.33

2.73

2.33

2.80

2.86

2.33

2.80

3

2.25

2.81

2.88

2.67

2.88

2.67

3.20

2.83

3.00

2.40

4

2.00

3.00

3.00

3.33

3.04 2.69 2.56 2.56 2.54 2.77 2.48

2.67 2.33 2.33 1.67 1.67 2.00 2.00

3.33 3.00 2.80 2.40 2.67 3.00 2.50

2.67 2.43 2.14 2.67 2.29 2.43 2.00

3.33 2.67 3.00 3.00 2.33 2.75 2.50

3.40 2.75 2.40 2.75 3.20 3.25 3.00

N/A 4 3 4 4 4 4

2.75 2.00 2.25 2.00 1.75 2.50 1.75

2.88 2.63 2.45 2.40 2.27 2.72 2.30

3.11 3.00 2.67 2.75 3.00 2.63 2.75

3.67 3.00 3.00 3.33 3.33 3.67 3.33

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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2.85 2.96 2.71

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Time management Task management Managing stressful situations Knowledge and resource management Events management Self-discovery Organizational understanding Related to working with others Interpersonal skills Negotiation and persuasion skills Networking Team work Related to teaching others Instructing Facilitating Training Team building Providing effective feedback Leadership/manageme nt related Situational leadership Planning skills Creating a vision Coordinating activities and people Building membersâ&#x20AC;&#x2122; engagement Leading effective meetings Decision making Conflict management Delegating Coaching Succession planning Managing change Crisis management


Motivating team members Authority building Transition

2.85

2.00

3.17

3.14

2.33

2.75

3

2.25

3.09

3.13

2.00

2.70 2.33

2.00 1.33

3.20 2.33

2.71 2.00

2.00 3.00

2.50 3.00

3 N/A

2.25 1.33

2.90 2.40

2.67 2.25

2.67 3.33

Highest rated (overall): Organizational understanding Effective communication Team work Instructing (teaching others to do something) Interpersonal skills Self-discovery Critical thinking Networking Decision making No skill was rated below 2.00 points, so all of them are considered to be needed at least at average level. For the OGX function: critical thinking, managing stressful situation, training, team building, coordinating activities and people, coaching, succession planning, managing change, crisis management, motivating team members, authority building, transition were rated the lowest, which can mean more things: 1. The development of these skills in needed in a lower level (because they already are developed or their development is not needed to actually perform in this function) 2. It may be just the perception of the people who have filled in the survey, which canâ&#x20AC;&#x2122;t be generalized for all the people working in OGX (given the small size of this sample: 3 people) For the TM function: crisis management and transition were rated the lowest and for the ER function: authority building (*the conclusions are similar to the ones for the OGX function) Referring to the analysis on roles, we can see that: Team members have rated: Highest: critical thinking, events management and team work Lowest: time management, coordinating activities and people, leading effective meetings, conflict management, crisis management, succession planning and transition Team leaders* have rated: Highest: effective communication, interpersonal skills, team work, coordinating activities and people, instructing, self-discovery, motivating team members Lowest: no skill was rated with less than 2 points

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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EBs** have rated: Highest: organizational understanding, effective communication, interpersonal skills, networking, instructing, motivating team members, situational leadership, decision

5

*the LST answers were considered together with the TLs answers when analyzing the data


making, time management, planning skills, creating a vision, setting goals and expectations Lowest: no skill was rated with less than 2 points **the LCP answers were considered together with the TLs answers when analyzing the data

MC has rated: Highest: organizational understanding, critical thinking, task and time management, managing stressful situations, knowledge and resource management, team work, managing change, decision making, setting goals and expectations, planning skills, creating a vision, coordinating activities and people, leading effective meetings, coaching, succession planning, crisis management, transition Lowest: no skill was rated with less than 2 points Disclaimer: most of the skills have been considered necessary to perform in a role/position to some extent, as most of the respondents have rated them with at least 1 point. The maximum number of responses for one skill was 28 and the minimum was 23 (but these cases were quite rare). For example, on the ER function, the following skills were rated with the least number of responses: crisis management, motivating people, authority building and transition (1 response for transition). This means that either they think they are almost mastering this skills or that they donâ&#x20AC;&#x2122;t see a reason for rating them as needed for performing in ER.

III. Functional knowledge evaluation Subjects related to the functional area which respondents KNOW HOW to do:

ER

organization promotion (2 responses), campaigns, events, strategies, target orientation, communication skills (2 responses), creating visibility amongst teams and AIESEC and its target groups, design/IT, creating a vision, creative thinking, strategic planning, engaging others, acting in the interest of the organization's image marketing PR advertising product development, event planning, sales, coaching, strategic planning creating early plan planning time, finding the right contacts,

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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Communication

Name of the subject

Page

Area


TM

Projects

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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OGX

Page

ICX

making good sales calls, knowing your product, keeping good connections with existing partners cold calling convincing people negotiation skills better listener skills growing personal respect and appreciation towards the mission of AIESEC and its leaders teaching members, building client relationships, market segmentation & market research social skills presenting creating team synergy motivating team members (2 responses) following plans making our mission/vision understandable and clear, selling, closing the deal organizing events, composing agendas, creating materials (e.g. booklets), presentation skills, communication skills facilitating EP management providing educational materials for members self-motivation coming up with innovative ideas giving tasks delegating work organizing info-evenings planning recruitment budgeting organizing trainings, creating booklets (3 responses), conducting surveys, agenda management, facilitating team-buildings, making training out-lines and give trainings, organizing events, recruiting the right persons, TM processes, TM role in the organization, organizing trainings (2 responses), planning & goal-setting, building teams, creating a plan, recruitment - from selection to allocation competency management members' evaluation transition learning and education team management,


coaching, creating systems, EP management (on the ICX side), project planning

Fore these topics there should be given the opportunity for practice, as theory is not needed anymore. Subjects related to the functional area which respondents CAN ACTUALLY DO (have been performed before):

ER

ICX

database system architecture, lecture bashes, creating special events, creating presentations, creating agendas leading people, doing promotion, web pages, last-minute video compilations, consulting others about their IT problems visual material creation, creative thinking, public performing, knowledge about involved technologies product development, event planning, sales (2 responses), coaching, strategic planning planning vision coaching teaching in sales finding contacts, keeping team positive and hard-working, making sufficient sales calls brainstorming and bringing many ideas seeing connections and building links between different fields organizations and their work creating a vision creativeness team building skills calling companies meeting companies market segmentation finding phone numbers using CRM motivating team members (2 responses) presenting work out strategies (different topics)

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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Communication

Name of the subject

Page

Area


OGX

TM

Projects

creating synergy writing press releases organizing team work, persuading delivering sessions and trainings, delivering meetings and team buildings, strategic planning (2 responses), budgeting (2 responses), analyzing necessary data, presentations, member/EP recruitment, time management, EP Management, conducting interviews (member/EP interviews), organizing events, delegating tracking organizing trainings (3 responses), creating booklets, conducting surveys, agenda management, organizing events (2 responses), giving feedback, organizing trainings, taking interviews (2 responses), promoting AIESEC to students (mostly verbal communication) (2 responses), introducing and explaining the role of TM to our (potential) members, finding good external trainers, members' education - regarding TM processes and training team management, coaching, EP management (on the ICX side), project planning

If respondents can actually perform these, it means that there is no need for education concerning this matter or that just some advanced preparation can be done (where it is needed). Subjects related to the functional area which respondents would be interested to learn about

ER

time management - advanced, team leading - advanced, motivating others - advanced, persuasion - average, body language – advanced, internet marketing – advanced (2 responses), public relations (case studies, practical approach) - advanced, promotion/guerilla marketing etc - advanced, facilitating - average (to advanced), media planning – advanced design – basic,

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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Communication

Name of the subject

Page

Area


TM

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

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OGX

Page

ICX

coaching (a lot more/ advanced) facilitating (advanced) product development (average) understanding AIESEC (a lot more advanced) motivating (advanced) alternative financing possibilities, creative solutions how to surprise partners time management - basic public performance - average budgeting delegating time management basic (2 responses) task Management solving crises situations training average facilitating basic motivating other basic tracking average planning matching - advanced closing and finalizing B2B deals - advanced effective sales management through workflow-integrated CRM - advanced compensating the sales force (creating good sales-R&R system) â&#x20AC;&#x201C; advanced selling personal motivation how to overcome fears (taking risks etc) growing personal confidence facilitating skills motivating the whole function (basic) interviewing skills (average) analysis of people and their behaviors (average) self-analysis (advanced) campaigning skills - how to do promotion (average) leaders learning circles: share experience and success stories trainings on subjects that are not directly related to our work social media management- advanced level finance and budgeting- advanced level fundraising and finding sponsors facilitating skills functional planning functional budgeting implementing Global Competency Model â&#x20AC;&#x201C; advanced (2 responses) targeted recruitment - advanced X+L strategies â&#x20AC;&#x201C; average reading the data â&#x20AC;&#x201C; advanced delegating work interviewing - average (3 responses) performance appraisal - average coaching - average (2 responses) time management task management leadership teamwork facilitating(advanced) (2 responses)


selling skills, organizational development - strategies effective communication advanced presentation skills advanced events management average/advance self-discovery advanced managing stressful situations advanced

Projects

Other The respondents had to mention here anything related to the topic/section of the questionnaire, that was left out or they still wanted to emphasize. Function Communication

ER ICX OGX TM

Subjects/information added All kinds of Communication/PR trainings would be good, but I would like more psychological trainings - like how to lead a team without losing the wellness of the people out of sight and how to make people to see and appreciate others work as well, not only to think about their own function and team. I think making sales calls and closing meeting in your favor is a very difficult task to master, but it is a key issue. Education should be given right before it can be applied in practice. Have more external trainers who are competent in their field. Just functional knowledge to all the members in AIESEC depending on their function and brief education about other functions as well. We would really need some strong trainers/facilitators in the TM function and in AIESEC Estonia in general, so looking forward to learning about that! :)

IV. Methods of delivery Method of delivery Trainings Workshops Simulations/Role-playing Presentations Learning circles Online education (like webinars) Other

Absolute value 11 9 7 0 1 0 0

Relative value 39% 32% 25% 0% 4% 0% 0%

Other delivery methods or ideas about delivering theory integrated with practice and feed-backing are the best ways to learn; more practice is needed, at least through role-playing and simulations; methods should be used depending on the purpose of the educational event.

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(The respondents had to mention here all other inputs regarding the subjects of the questionnaire.)

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12


V. Implications and limits of the study Implications – how results of this study can be used 1. The results of the study show current members’ (June 2011) perception upon their education and need for development 2. The study shows which general skills, related to working with others, related to teaching others and leadership/management skills should be focused on when developing the education cycle 3. The study shows which are the functional topics which should be addressed by the education cycle (either at national or local level) and what is the method of delivery preferred by members *The study is just one of the sources of information for creating the education cycle. Besides this, the expertise of the VPs and MC VPs will be used in generating the structure and content of the education cycle. Limits – most important

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1. The size of the sample is quite small (roughly 20% of the number of members of AIESEC in Estonia) so it might be that the sample is not representative for all members of AIESEC in Estonia. But given into consideration the experience which the respondents have in the organization, this may be raising the degree of generality of the results. 2. The questionnaire is based on the perceived need of respondents, not on experience (as they have just started their current role for a couple of months) or other types of evaluation, so this might influence the results to some extend. 3. Not all the functions are represented in the study: Finance is missing, so further analysis should be done (through one-on-one discussions with members on this function). Also, for projects there is only one representative, which makes it hard to consider the responses generally valid. 4. The analysis on functions and roles might be influenced by the small number of answers (a small number of responses/values may lead to a distorted value of the mean of the skill/dimension evaluated), so the extent to which the results can be generalized might be doubtable in some cases (for example, form the ER function “transition” was rated only with one answer). *Nonetheless, the study is a good provider of information about the current education situation of AIESEC in Estonia and can be used as guideline in refining the education cycle and customizing it according to perceived needs.

Ioana Constandache MC VP Talent Management AIESEC in Estonia 11-12

AIESEC in Estonia education needs evaluation - report  

The document with the evaluation of the education needs assessment conducted in June 2011 (AIESEC in Estonia)

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