Definition of Training Needs Analysis/ Assessment: (1 of 3)

2. Definition of Training Needs Analysis/ Assessment: (1 of 3) Training: A systematic learning process for enhancement of individual’s inherent potentialities to attain a specific goal. Training need: “Information or skill areas of an individual or group that requires further development to increase the organizational productivity of the individual or group.” ( Certo, 1989:266)

3. Definition of Training Needs Analysis/ Assessment: (2 of 3) • Assessment: Assessment is a process to identify and measure the information and skill areas of an individual or a group or a project or an organization relating to the expected status, which covers validation and evaluation.

4. Definition of Training Needs Analysis/ Assessment: (3of 3) Training Needs Assessment (TNA): Training needs assessment is meant to identify the actual information and skill areas of an individual or group relating the gap or weak areas, which is needed to be developed immediately for achieving the organizational goal. It covers validation, feasibility and evaluation in terms of job performance.

5. Training may be incorrectly used as a solution to a performance problem. Training programs may have the wrong content, objectives, or methods. Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn. Why is Needs Assessment Necessary?

6. Training will not deliver the expected learning, behavior change, or financial results that the company expects. Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy. Why is Needs Assessment Necessary? (cont.)

7. 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

8. The TNA Model The first part of the model is the triggering event that initiates the tna. For example, when a key decision-maker suggests that there is a performance problem now or in the future, a TNA is triggered. The next step in the TNA model is the input, which consist of an organizational analysis, an operational analysis, and a personal analysis. The organizational analysis is an examination of an organization’s strategy, its goal and objectives, and the systems and practices in place to determine how they affect employee oerformance.

9. The TNA Model An operational analysis is the examination of specific jobs to determine the requirements, in terms of the tasks required to be done, and the KSAs required to get the job done. It is analogous to a job analysis, or a task analysis, as it is sometimes called. A person analysis is the examination of the employees in the jobs to determine whether they have the required KSAs to perform at the expected level.

10. The TNA Model In the process phase, the operational analysis provides information on expected performance. Expected performance(EP) is the level of performance expected in a particular job. The person analysis provides information on actual performance by an individual on a particular job. When actual performance is lower than expected performance, then a more specific performance gap is the difference between expected performance and the employee’s actual performance.

11. The TNA Model The “output” phase is your conclusion as to whether the PG indicates either training or non-training needs, and in some cases, both. So, as you can see from the model, a TNA is conducted when a key decision-maker in the company notes an organizational performance gap( AOP is , or will be, less than EOP). A reactive TNA focuses on current performance problems( the OPC currently exists). A proactive TNA focuses on anticipated or probable performance problems in the future.

12. 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

13. 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

14. The Framework for Conducting A TNA • Organizational Analysis • Task/Operational Analysis • Person Analysis

15. Organizational Analysis Organizational analysis involves looking at the internal environment of the organization-influences that could affect employee performance- and determining its fit with organizational goals and objectives. It is this analysis that provides identification of PD at the organizational level.

16. Organizational Analysis An organizational analysis should be able to provide information about the following: • The mission and strategies of an organization, • The resources and allocation of the resources, given the objectives, • The factors in the internal environment that might be causing the problem and • The effect of the preceding factors on developing, providing, and transferring the KSAs to the job if training is the chosen solution to the PG.

17. Job/Task/Operational Analysis When an OPG is identified, an operational analysis is conducted in conjunction with the organizational analysis, to fully understand the nature of the OPG. The operational analysis determines exactly what is required of employees for them to be effective. The typical technique for obtaining the task and KSA data that is required to meet expected job performance standards is the job analysis.

18. Job/Task/Operational Analysis HR employees need to know how to conduct an effective job analysis. The following steps are useful in doing this. • What is the job? • Where to collect data? • Who to ask? • Who should select incumbents • How many to ask • How to select • What to ask about

19. Person Analysis Assessment of the person(for the required KSAs) is identified for the proactive or reactive TNA, so the information presented earlier on person analysis is applicable. • 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

20. Data Sources for Organizational Analysis – Part 1 of 3

21. Data Sources for Organizational Analysis – Part 2 of 3

22. Data Sources for Organizational Analysis – Part 3 of 3

23. 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

24. 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

25. 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

26. Data Sources For Task/Operational Analysis – Part 1 of 3

27. Data Sources For Operational Analysis – Part 2 of 3

28. Data Sources For Operational Analysis – Part 3 of 3

29. 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.)

30. 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.)

31. 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

32. 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

33. Data Sources for Person Analysis – Part 1 of 5

34. Data Sources for Person Analysis – Part 2 of 5

35. Data Sources for Person Analysis – Part 3 of 5

36. Data Sources for Person Analysis – Part 4 of 5

37. Data Sources for Person Analysis – Part 5 of 5