Effective Training: Strategies, Systems and Practices, 3 rd Edition

Effective Training: Strategies, Systems and Practices, 3rd Edition Chapter Four Needs Analysis P. Nick Blanchard and James W. Thacker

Output Process Input Organizational Analysis Objectives Resources Environment Training Needs Operational/Task Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Analysis Expected Performance (EP) Non Person Analysis Training Actual Needs Performance (AP) TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP) Analysis Phase Chapter 4

Needs Assessment • Organizational Analysis • Task/Operational Analysis • Person Analysis Chapter 4

Organizational Analysis • Organizational goals and strategy • Organizational resources (financial, facilities, resources) • Organizational culture/climate • Environmental constraints Chapter 4

Task/Operational Analysis • Overall job description • Task identification • What it takes to do the job/KSAs • Areas that can benefit from training • Prioritizing training needs Chapter 4

Person Analysis • Performance deficiency • Is performance substandard? • Are current employees capable of training? • Can performance be improved through training? • Issue of whether to train, replace, motivate • Target population – values, education, prior knowledge, motivation Chapter 4

Performance Discrepancy YES Is it worth fixing? YES Reward/ Punishment Incongruence KSA Deficiency Inadequate Obstacles in Feedback the System YES YES YES YES Provide Proper Feedback Remove Obstacles Choose Appropriate Remedy Change Contingencies Model of Process When Performance Discrepancy Is Identified – Part 1 of 2 Chapter 4

Choose Change Provide Remove Appropriate Contingencies Proper Obstacles Remedy Feedback Job Aid Training Practice Change the Job Transfer or Terminate Model of Process When Performance Discrepancy Is Identified – Part 2 of 2 Performance discrepancy is worth fixing AND is due to a KSA deficiency Chapter 4

Data Sources for Organizational Analysis – Part 1 of 3 Chapter 4

What Do You Ask and Of Who – Part 1 of 3 What to Ask About Who to Ask 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 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 productivity Top management Relevant department managers, supervisors and incumbents Chapter 4

What Do You Ask and Of Who – Part 2 of 3 What to Ask About Who to Ask 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 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 Chapter 4

What Do You Ask and Of Who – Part 3 of 3 What to Ask About Who to Ask 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 Methods and Practices What are the policies/ procedures/rules in the organization. Which if any inhibit performance Relevant department managers supervisors and incumbents Chapter 4

Data Sources For Task/Operational Analysis – Part 1 of 3 Chapter 4

Data Sources For Operational Analysis – Part 2 of 3 Chapter 4

Data Sources For Operational Analysis – Part 3 of 3 Chapter 4

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 Example of Worker Oriented Approach: Information Input 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.) Chapter 4

Worker Oriented Approach: Information Input – Part 2 of 2 Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5. Extreme 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). 4.____ Sound pattern recognition (recognizing different patterns, or sequences of sounds for example, those involved in Morse code, heartbeats, engines not functioning correctly, etc.) Chapter 4

Applying the Job-Duty-Task Method of Job Analysis to the Job of HRD Professional Job Title: ___________________ Specific duty: _______________ HRD Professional Task Analysis Tasks Subtasks Knowledge and Skills Required _________________ ______________________ __________________________ 1. List Tasks 1. Observe behavior List four characteristics of behavior Classify behavior 2. Select verb Have knowledge of action verbs Have grammatical skills 3. Record behavior State so understood by others Record neatly 2. List subtasks 1. Observe behavior List all remaining acts Classify behavior 2. Select verb State correctly Have grammatical skill 3. Record behavior Record so it is neat and understood by others Chapter 4

A Comparison of the Outcomes for Worker- and Task-Oriented Approaches to Job Analysis Job Task-Oriented Worker-Oriented Approach Approach ______________________________________________________________ Garage attendant Checks tire Pressure Obtains information from visual displays Machinist Checks thickness of Use of a measuring crankshaft device Dentist Drills out decay from Use of precision teeth instruments Forklift Driver Loads pallets of High level of eye-hand washers onto trucks coordination Chapter 4

Data Sources for Person Analysis – Part 1 of 5 Chapter 4

Work Planning and Review at Corning Applying quality principles Sets high standards for self and others: puts a great deal of emphasis on error-free work Developed written requirements for all suppliers on the Stafford project and encouraged others to do the same. Chapter 4

Likelihood of Deficiency Being a Training Issue High Low Unsure Low Consensus # employees High Unsure Chapter 4

Reliable and valid A Comparison Reliability and Validity Not reliable or valid Reliable but not valid Chapter 4

Ultimate Criterion criterion deficiency Criterion relevance Criterion Actual contamination criterion Diagram Illustrating the Criterion (Constructs) of Deficiency, Relevance, and Contamination Chapter 4

Effective Training: Strategies, Systems and Practices, 3 rd Edition