Human Resource Development Chapter 4

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Effective Training: Systems,Strategies, and Practices, 4thEdition

Chapter Four

Needs AnalysisP. Nick Blanchard and James W. Thacker

4-1Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall


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4-2

Analysis PhaseInput Process Output

TRIGGER

Actual Organizational

Performance

(AOP) < Expected

Organizational

Performance (EOP)

Identify

Performance

Discrepancy (PD)

PD = EP < APAnd Causes of PD

NonTrainingNeeds

Training

Needs

Resources

OperationalAnalysis

ExpectedPerformance

(EP)

Person AnalysisActualPerformance(AP)

OrganizationalAnalysis

Objectives

Environment

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall


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4-3

Model of Process When Performance

Discrepancy Is Identified

Part 1 of 2

YES

Is it worth fixing?

Performance Discrepancy

YES

KSA

Deficiency

Reward/Punishment

Incongruence

InadequateFeedback

Obstacles inthe System

Choose

Appropriate

Remedy

YES

Change

Contingencies

YES

Provide Proper

Feedback

YES

Remove

Obstacles

YES



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4-4

Model of Process When Performance

Discrepancy Is Identified

Part 2 of 2

Job Aid

Training

Practice

Change the Job

Transfer or Terminate

Performance discrepancy is worth fixing

AND is due to a KSA deficiency

ChooseAppropriate

Remedy

ChangeContingencies

ProvideProper

Feedback

RemoveObstacles



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4-5

Recommended Data Sources forLocating Gaps in Performance

Part 1 of 4


Sources of DataImplications forTraining Needs

Examples

1. Organizational Goals

This source suggests where training

emphasis should be placed.

Maintain a quality standard of no

more than one reject per thousand.

Objectives and budgetThis source provides information on

both standards and direction.

Achieve a goal to become ISOcertified and allow $90,000 for this

effort.

2. Labor InventoryThis source helps HRD identify where

training is needed because of

retirement turnover, age, etc.

30% of our truck drivers will retire

over the next 4 years.

3. Organizational ClimateIndicators

These quality of working life indicators at the organization level provideindicators of organizational performance gaps.

a. Labor-managementdata, strikes, lockouts, etc.

Indicators relate to work participation or productivity and are useful indiscrepancy analysis and in helping management set a value on the

behaviors it wishes to improve through training.


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4-6


Part 2 of 4



Examples

b. Grievances70% of the grievances are related to

the behaviors of 6 supervisors.

c. Turnover

d. Absenteeism High absenteeism for clerical staff

e. Suggestions

f. Productivity

g. AccidentsAccident rate for line workers

increasing

h. Short-term sicknessLine workers attitude toward

teamwork is poor.

i. Attitude surveysSurveys are good for locating discrepancies between organizational

expectations and perceived results.


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Part 3 of 4



Examples

4. Analysis of Efficiency Indexes

a. Cost of laborLabor costs have increased by 8% in

the last year.

b. Quality of productNumber of rejects has increased by30% since the new batch of workers

began.

c. WasteWasted steel has increased by 14%

since the company began usingpart-time workers.


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Part 4 of 4



Examples

5. Change in System orSubsystem

New or changed equipment mayrequire training.

The line has shut down about onceper day since the new machinery

was installed.

6. Management Requests orManagement Interrogation

One of the most commontechniques of identification ofperformance discrepancies.

Production manager indicates a dropin quality since the layoffs.

7. MBO or Work Planning andReview Systems

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

deterioration.


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What Do You Ask and Of Whom

Part 1 of 3What to Ask About Who to Ask

Mission Goals and ObjectivesWhat 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 InfluencesWhat 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



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Part 2 of 3What to Ask Ab out Who to Ask

Job DesignHow 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

Reward SystemsWhat 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



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Part 3 of 3What to Ask About Who to Ask

Job PerformanceHow 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?

Methods and PracticesWhat are the policies/ procedures/rules in the

organization?

Which, if any, inhibit performance?

Relevant department managers,

supervisors, and incumbents

Relevant supervisors and

incumbents



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Data Sources For Operational

Analysis

Part 1 of 2

1. Job Descriptions This source outlines the jobstypical duties and

responsibilities but is notmeant to be all inclusive.

Need to determine how

developed. Often written up

quickly by supervisor orincumbent with little

understanding of what is

required.

Sources for Obtaining

Job Data

Training Need

Implications Practical Concerns

2. Job Specifications These are specified tasks

required for each job.More specific than job

descriptions and may

include judgments of

required KSAs.

May be product of the job

description and suffer from thesame problems



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Data Sources For Operational

Analysis

Part 2 of 2

4. Ask Questions Aboutthe job

a. Of the job holder

b. Of the supervisor

Asking both job holder andrelevant supervisors provide

accurate data.

Muse be done correctly to beof value

Sources for Obtaining Job

Data Training Need Implications Practical Concerns

3. Performance

Standards

This source provides

objectives related to the

tasks required and their

standards in terms of

performance.

Very useful if available, and

accurate, but often

organizations do not have

formal performance

standards



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Worker-Oriented Approach:

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

Information Input

Part 2 of 2

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.)

5.____ Sound differentiation (recognizing differences or changes in sounds in their

loudness, pitch, and/or tone quality

Code Importance to

Thi s Job (1)

N Does not apply

1 Very minor

2 Low3 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.).



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Form for Recording Task Analysis ResultsUsing the Job-Duty-Task Method of Job

AnalysisJob Title: Specific Duty:

Tasks Subtasks Knowledge and Skills Required

1. 1.2.3.

2. 1.2.3.

3. 1.

2.



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Example of Task Analysis Results

Form - Part 1 of 2

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

1. List Tasks 1. Observe behavior List four characteristics of behaviorClassify behavior

2. Select verb Have knowledge of action verbs

Have grammatical skills

3. Record behavior State so understood by others

Record neatly

Knowledge and Skills

Tasks Subtasks Required_________________ ______________________ __________________________

Job Title: ___________________ Specific duty: _____________HRD Professional Task Analysis



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Example of Task Analysis Results

Form - Part 2 of 2Job Title: _HRD Professional______ Specific duty:__Task Analysis______

3. List Knowledge 1. State what must be Classifyall information

known

2. Determine complexity Determine whether skills represent a series

of skill of acts that must be learned in a sequence

Knowledge and Skills

Tasks Subtasks Required



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A Comparison of the Outcomes forWorker- and Task-Oriented

Approaches to Job Analysis

Task-Oriented Worker-Oriented

Job Approach Approach

Garage Attendant Checks tire pressure Obtains informationfrom visual displays

Machinist Checks thickness of Use of a measuring

crankshaft device

Dentist Drills out decay from Use of precisionteeth instruments

Forklift Driver Loads pallets of High level of eye-hand

washers onto trucks coordination



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Data Sources for Person Analysis

Part 1 of 5

1. Supervisor

Performance

Appraisals

2. Performance Data

a. Productivity

b. Absenteeism andtardiness

c. Accidentsd. Grievances

e. Waste

f. Product quality

g. Downtime

h. Customer complaints

Useful if done specifically for

TNA.

Supervisor ratings often not just

for TNA, and often not done well.

Useful, easy to analyze and

quantify for the purpose of

determining actual performance.

Data Sources for

Obtaining Data

Training Need

Implication Remarks



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Part 2 of 5

3. ObservationWork Sampling More subjective technique but This is done effectively

provides both employee in some situations, such

behavior and results of as customer service,

the behavior. where employees know

that the telephone calls

employees answer from

customers can be

monitored.

4. Interviews/ Questionnaires Only individual knows what Need to be sure employee

he believes he (she) needs believes it is in her best

to learn. interest to be honest;

otherwise, she may not be

forthcoming as you would

like.Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Data Sources for

Obtaining Data

Training Need

Implication Remarks


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4-22


Part 3 of 5

5. Proficiency Tests

a. Job knowledge

b. Skills

c. Achievement

Can be tailor-made or

standardized.

Care must be taken so that

they measure job-related

qualities.

Care in the development of

scoring keys is important and

difficult to do if not trained in

the process

Data Sources for

Obtaining Data

Training Need

Implication Remarks

6. Attitude Surveys Useful to determine morale,

motivation, and satisfaction

Important to use well-

developed scales

of employees



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Part 4 of 5

8. Assessment Centers Combination of several of theabove techniques into an

intensive assessment program

Although expensive todevelop and operate, these

are very good, as they use

multiple raters and exercises

to assess employees. Also

criteria for performance are

well developed

Data Sources for

Obtaining Data

Training Need

Implication Remarks

7. Devised Situations

a. Role-play

b. Case study

c. Business games

d. In basket

Certain knowledge, skills,

and/or attitudes are

demonstrated in these

techniques.

Useful, but again, care in

development of scoring criteria

is important



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Part 5 of 5Data Sources for

Obtaining Data

Training Need

Implication Remarks

10. MBO or Work

Planning

Provides actual performance

data on a recurring basis

related to individuals

goals

Good process when implemented

properly

9. Coaching Similar to interview

one-to-one.

Must choose coaches carefully

and train them if you want them to

be effective



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means, electronic, mechanical, photocopying, recording, or otherwise,without the prior written permission of the publisher. Printed in the

United States of America.

Copyright 2010 Pearson Education, Inc.publishing as Prentice Hall

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Human Resource Development Chapter 4

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