Effective Training: Systems, Strategies, and Practices, 4th Edition

Chapter Four Needs Analysis

P. Nick Blanchard and James W. Thacker

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

4-1

Analysis Phase
Input
Organizational Analysis Objectives Resources Environment
TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP)

Process

Output

Training Needs Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Non Training Needs

Operational Analysis Expected Performance (EP)

Person Analysis Actual Performance (AP)

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4-2

Model of Process When Performance Discrepancy Is Identified Part 1 of 2

Performance Discrepancy
YES Is it worth fixing?

YES
KSA Deficiency
YES

Reward/ Punishment Incongruence

YES

Inadequate Feedback
YES

Obstacles in the System

YES

Choose Appropriate Remedy

Change Contingencies

Provide Proper Feedback

Remove Obstacles

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4-3

Model of Process When Performance Discrepancy Is Identified Part 2 of 2

Performance discrepancy is worth fixing AND is due to a KSA deficiency

Choose Appropriate Remedy Job Aid Training Practice Change the Job

Change Contingencies

Provide Proper Feedback

Remove Obstacles

Transfer or Terminate
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Recommended Data Sources for Locating Gaps in Performance Part 1 of 4

Sources of Data
1. Organizational Goals

Implications for Training Needs

Examples

This source suggests where training Maintain a quality standard of no emphasis should be placed. more than one reject per thousand. Achieve a goal to become ISO This source provides information on certified and allow $90,000 for this both standards and direction. effort. This source helps HRD identify where 30% of our truck drivers will retire training is needed because of over the next 4 years. retirement turnover, age, etc.

Objectives and budget

2. Labor Inventory

3. Organizational Climate Indicators

These quality of working life indicators at the organization level provide indicators of organizational performance gaps.
Indicators relate to work participation or productivity and are useful in discrepancy analysis and in helping management set a value on the behaviors it wishes to improve through training. 4-5

a. Labor-management data, strikes, lockouts, etc.

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Recommended Data Sources for Locating Gaps in Performance Part 2 of 4

Sources of Data
b. Grievances c. Turnover d. Absenteeism e. Suggestions f. Productivity g. Accidents h. Short-term sickness i. Attitude surveys
Accident rate for line workers increasing Line workers attitude toward teamwork is poor. Surveys are good for locating discrepancies between organizational expectations and perceived results. 4-6 High absenteeism for clerical staff

Implications for Training Needs

Examples
70% of the grievances are related to the behaviors of 6 supervisors.

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Recommended Data Sources for Locating Gaps in Performance Part 3 of 4

Sources of Data
4. Analysis of Efficiency Indexes

Implications for Training Needs

Examples

a. Cost of labor

Labor costs have increased by 8% in the last year.

Number of rejects has increased by 30% since the new batch of workers began. Wasted steel has increased by 14% since the company began using part-time workers.

b. Quality of product

c. Waste

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4-7

Recommended Data Sources for Locating Gaps in Performance Part 4 of 4

Sources of Data
5. Change in System or Subsystem 6. Management Requests or Management Interrogation 7. MBO or Work Planning and Review Systems

Implications for Training Needs

New or changed equipment may require training. One of the most common techniques of identification of performance discrepancies.

Examples
The line has shut down about once per day since the new machinery was installed. Production manager indicates a drop in quality since the layoffs.

Provides actual baseline performance data on a continuous basis. From these measures, the company is able to determine improvement or deterioration.

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4-8

What Do You Ask and Of Whom Part 1 of 3

What to Ask About
Mission Goals and Objectives
What are the goals and objectives of the organization? How much money has been allocated to any new initiatives? Is there general understanding of these objectives? Top management Relevant department managers, supervisors, and incumbents

Who to Ask

Social Influences
What is the general feeling in the organization regarding meeting goals and objectives What is the social pressure in your department regarding these goals and objectives and regarding productivity Top management Relevant department managers, supervisors, and incumbents

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

4-9

What Do You Ask and Of Whom Part 2 of 3

What to Ask About
Reward Systems
What are the rewards and how are they distributed? Are there incentives, are they tied to the goals and objectives? What specifically do high performers get as rewards? Top management Relevant department managers, supervisors, and incumbents

Who to Ask

Job Design
How are the jobs organized? Where does their work/material/ information come from, where does it go when done? Does the design of the job inhibit workers from being high performers?
Relevant supervisors and incumbents, perhaps relevant department managers

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4-10

What Do You Ask and Of Whom Part 3 of 3

What to Ask About
Job Performance
How do employees know what level of performance is acceptable? How do they find out if their level of performance is acceptable? Is there a formal feedback process? Are there opportunities for help if required? Relevant supervisors and incumbents

Who to Ask

Methods and Practices

What are the policies/ procedures/rules in the organization? Which, if any, inhibit performance? Relevant department managers, supervisors, and incumbents

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4-11

Data Sources For Operational Analysis Part 1 of 2

Sources for Obtaining Job Data

Training Need Implications

This source outlines the jobs typical duties and responsibilities but is not meant to be all inclusive.

Practical Concerns Need to determine how developed. Often written up quickly by supervisor or incumbent with little understanding of what is required. May be product of the job description and suffer from the same problems

1. Job Descriptions

2. Job Specifications

These are specified tasks required for each job. More specific than job descriptions and may include judgments of required KSAs.

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4-12

Data Sources For Operational Analysis Part 2 of 2

Sources for Obtaining Job Data Training Need Implications This source provides objectives related to the tasks required and their standards in terms of performance. Practical Concerns Very useful if available, and accurate, but often organizations do not have formal performance standards

3. Performance Standards

4. Ask Questions About the job a. Of the job holder b. Of the supervisor

Asking both job holder and Muse be done correctly to be relevant supervisors provide of value accurate data.

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4-13

Worker-Oriented Approach: Information Input-Part 1 of 2

Note on Rating Importance to This Job:
Rate each of the items in the questionnaire using the "Importance to This Job (1)" scale. Each item is to be rated on how important the activity described is to the completion of the job. Consider such factors as amount of time spent, the possible influence on overall job performance if the worker does not properly perform this activity, etc.

Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5 Extreme

1.____ Far visual differentiation (seeing differences in the details of the objects, events, or features beyond arm's reach, for example, operating a vehicle, landscaping, sports officiating, etc.)

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4-14

Worker-Oriented Approach: Information Input Part 2 of 2

2.____Depth perception (judging the distance from the observer to objects, or the distances between objects as they are positioned in space, as in operating a crane, operating a dentist's drill, handling and positioning objects, etc.).

3.____Color perception (differentiating or identifying objects, materials, or details thereof on the basis of color).

Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5. Extreme

4.____Sound pattern recognition (recognizing different patterns, or sequences of sounds, for example, those involved in Morse code, heartbeats, engines not functioning correctly, etc.)

5.____ Sound differentiation (recognizing differences or changes in sounds in their loudness, pitch, and/or tone quality

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4-15

Form for Recording Task Analysis Results Using the Job-Duty-Task Method of Job Analysis
Job Title: Tasks 1. Subtasks 1. 2. 3. 1. 2. 3. 1. 2. Specific Duty: Knowledge and Skills Required

2.
3.

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4-16

Example of Task Analysis Results Form - Part 1 of 2

HRD Professional Task Analysis Job Title: ___________________ Specific duty: _____________
Knowledge and Skills Required __________________________
List four characteristics of behavior Classify behavior Have knowledge of action verbs Have grammatical skills State so understood by others Record neatly List all remaining acts Classify behavior State correctly Have grammatical skill Record so it is neat and understood by others 4-17

Tasks Subtasks _________________ ______________________

1. List Tasks 1. Observe behavior 2. Select verb 3. Record behavior
2. List subtasks

1. Observe behavior

2. Select verb 3. Record behavior

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Example of Task Analysis Results Form - Part 2 of 2

Job Title: _HRD Professional______ Specific duty: __Task Analysis______ Knowledge and Skills Required
Classify all information

Tasks
3. List Knowledge

Subtasks
1. State what must be known 2. Determine complexity
of skill

Determine whether skills represent a series of acts that must be learned in a sequence

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4-18

A Comparison of the Outcomes for Worker- and Task-Oriented Approaches to Job Analysis
Job Garage Attendant Task-Oriented Approach Checks tire pressure Worker-Oriented Approach Obtains information from visual displays Use of a measuring device Use of precision instruments High level of eye-hand coordination
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Machinist

Checks thickness of crankshaft Drills out decay from teeth Loads pallets of washers onto trucks

Dentist

Forklift Driver

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Data Sources for Person Analysis Part 1 of 5

Data Sources for Obtaining Data
1. Supervisor

Training Need Implication

Useful if done specifically for TNA.

Remarks
Supervisor ratings often not just for TNA, and often not done well.

Performance Appraisals 2. Performance Data a. Productivity b. Absenteeism and tardiness c. Accidents d. Grievances e. Waste f. Product quality g. Downtime h. Customer complaints

Useful, easy to analyze and quantify for the purpose of determining actual performance.

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4-20

Data Sources for Person Analysis Part 2 of 5

Data Sources for Obtaining Data
3. Observation Work Sampling

Training Need Implication

More subjective technique but provides both employee behavior and results of the behavior.

Remarks
This is done effectively in some situations, such as customer service, where employees know that the telephone calls employees answer from customers can be monitored. Need to be sure employee believes it is in her best interest to be honest; otherwise, she may not be forthcoming as you would like. 4-21

4. Interviews/ Questionnaires

Only individual knows what he believes he (she) needs to learn.

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Data Sources for Person Analysis Part 3 of 5

Data Sources for Obtaining Data
5. Proficiency Tests a. Job knowledge b. Skills c. Achievement

Training Need Implication

Can be tailor-made or standardized. Care must be taken so that they measure job-related qualities.

Remarks
Care in the development of scoring keys is important and difficult to do if not trained in the process

6. Attitude Surveys

Useful to determine morale, motivation, and satisfaction

Important to use welldeveloped scales of employees

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4-22

Data Sources for Person Analysis Part 4 of 5

Data Sources for Obtaining Data
7. Devised Situations a. Role-play b. Case study c. Business games d. In basket

Training Need Implication

Certain knowledge, skills, and/or attitudes are demonstrated in these techniques.

Remarks
Useful, but again, care in development of scoring criteria is important

8. Assessment Centers

Combination of several of the above techniques into an intensive assessment program

Although expensive to develop and operate, these are very good, as they use multiple raters and exercises to assess employees. Also criteria for performance are well developed 4-23

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Data Sources for Person Analysis Part 5 of 5

Data Sources for Obtaining Data
9. Coaching

Training Need Implication

Similar to interview one-to-one.

Remarks
Must choose coaches carefully and train them if you want them to be effective

10. MBO or Work Planning

Provides actual performance data on a recurring basis related to individuals goals

Good process when implemented properly

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