Transcript Model of Process When Performance Discrepancy Is

Chapter -5(five)
Training Needs Assessment
Effective Training: Strategies, Systems and Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
Employee Training and Development,4th Edition
Raymond A Noe
Focus Group Discussion in Training
Mozammel Haque Neogi
Training & Development
Dr.B. Janakiram
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)
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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.
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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.
•
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Why is Needs Assessment
Necessary?
• 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.
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Why is Needs Assessment
Necessary? (cont.)
• 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.
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Analysis Phase
Input
Process
Organizational
Analysis
Objectives
Resources
Environment
TRIGGER
Actual Organizational
Performance
(AOP) < Expected
Organizational
Performance (EOP)
Operational/Task
Analysis
Expected
Performance
(EP)
Person Analysis
Actual
Performance
(AP)
Output
Training
Needs
Identify
Performance
Discrepancy (PD)
PD = EP < AP
And Causes of PD
Non
Training
Needs
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The TNA Model
The first part of the model is the triggering event that
initiates the tna. For example, when a key decisionmaker 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.
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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.
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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.
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The TNA Model
The “output” phase is your conclusion as to
whether the PG indicates either training or nontraining 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.
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Model of Process When Performance Discrepancy
Is Identified – Part 1 of 2
Performance Discrepancy
YES
Is it worth fixing?
YES
KSA
Deficiency
YES
Choose
Appropriate
Remedy
Reward/
Punishment
Incongruence
YES
Change
Contingencies
Inadequate
Feedback
Obstacles in
the System
YES
YES
Provide
Proper
Feedback
Remove
Obstacles
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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
Change
Contingencies
Provide
Proper
Feedback
Remove
Obstacles
Job Aid
Training
Practice
Change the Job
Transfer or Terminate
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The Framework for Conducting A
TNA
• Organizational Analysis
• Task/Operational Analysis
• Person Analysis
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Organizational Analysis
Organizational analysis involves looking at the
internal environment of the organizationinfluences 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.
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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.
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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.
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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
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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
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Data Sources for Organizational Analysis – Part
1 of 3
Data Source
Recommended
Training Need
Implications
Example
Organizational Goals,
Objectives and Budget
Where training emphasis To maintain a quality
can and should be
standard of no more than 1
placed.
reject per thousand
Goal is to become ISO
certified and 90,000 dollars
has been allocated to this
effort
Labor Inventory
Where training is
needed to fill gaps
caused by retirement,
turnover, age, etc.
Thirty percent of our truck
drivers will retire over the
next four years
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Data Sources for Organizational Analysis – Part
2 of 3
Data Source
Recommended
Organizational Climate
Indices

Grievances

Absenteeism

Accidents
Training Need
Implications
Example
These may help focus on
problems that have
training components
Items related to
productivity are useful
in determining
performance
deficiencies
Seventy percent of
grievances are related to
behaviors of 6 supervisors
High absences in clerical
staff
Accident rate for line workers
increasing
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Data Sources for Organizational Analysis – Part
3 of 3
Data Source
Recommended
Analysis of Efficiency
Indices

Training Need
Implications
Can help document
difference between actual
performance and desired
performance
Cost of labor
Changes in System or
Subsystem
Example
Labor costs have increased
8 percent in the last year
New or changed equipment
may present training
problem
The line has been shut down
about once per day since the
new machinery was installed.
Waste has doubled since
using the new cutting tool
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What Do You Ask and Of Who –
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
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
Who to Ask
Top management
Relevant department
managers, supervisors
and incumbents
Top management
Relevant department
managers, supervisors
and incumbents
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What Do You Ask and Of Who –
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?
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?
Who to Ask
Top management
Relevant department managers,
supervisors and incumbents
Relevant supervisors and
incumbents, perhaps
relevant department
managers
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What Do You Ask and Of Who –
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?
Methods and Practices
What are the policies/ procedures/rules
in the organization.
Which if any inhibit performance
Who to Ask
Relevant supervisors and
incumbents
Relevant department managers
supervisors and incumbents
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Data Sources For Task/Operational Analysis –
Part 1 of 3
Sources for Obtaining
Job Data
1. Job Descriptions
2. Job Specifications
3. Performance
Standards
Training Need Implications
Outlines the job’s typical
duties and responsibilities
but is them not meant to
be all inclusive
List specified tasks required
for each job.
Objectives of the tasks of
job, and standards by
which they are judged.
Practical Concerns
Often inaccurate due to time
constraints or job knowledge.
May be product of the job
description and suffer from the
same problems
Very useful if available, and
accurate, but often
organizations do not have
formal performance standards
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Data Sources For Operational Analysis – Part 2
of 3
Sources for Obtaining
Job Data
Training Need Implications
Practical Concerns
4. Perform the Job
Most effective way of
determining specific tasks,
but has serious limitations
in higher level jobs
Easy, short cycle type jobs are a
possibility.
5. Observe Job—Work
Sampling
Most effective way of
determining specific tasks,
but has serious limitations
in higher level jobs
Useful again for very short cycle
jobs. Be aware of the impact of
being observed can influence
behavior
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Data Sources For Operational Analysis – Part 3
of 3
Sources for Obtaining
Job Data
Training Need Implications
6. Questions directed to
the job holder and
the supervisor.
7. Review Literature
concerning job
in professional
journals practitioner
journals other
industries
Practical Concerns
Most often used method the job
holder and his supervisor
have different perspectives
and information
Useful for determining
specific issues related to
the job and what is being
done by others and what
the results are
Need to be sure information is
relevant to your organization
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Example of Worker Oriented Approach:
Information Input
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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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.).
Code Importance to
This Job (1)
N Does not apply
1 Very minor
2 Low
3 Average
4 High
5. Extreme
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.)
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Applying the Job-Duty-Task Method of Job Analysis to
the Job of HRD Professional
HRD Professional
Task Analysis
Job Title: ___________________
Specific duty: _______________
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
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
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A Comparison of the Outcomes for Worker- and
Task-Oriented Approaches to Job Analysis
Job
Task-Oriented
Approach
Worker-Oriented
Approach
______________________________________________________________
Garage attendant
Checks tire Pressure
Obtains information
from visual displays
Machinist
Checks thickness of
crankshaft
Use of a measuring
device
Dentist
Drills out decay from
teeth
Use of precision
instruments
Forklift Driver
Loads pallets of
washers onto trucks
High level of eye-hand
coordination
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Data Sources for Person Analysis – Part 1 of 5
Data Sources for
Obtaining Data
Performance Data or
Appraisals
Observation – Work
Sampling
Interviews
Training Need
Implication
Easy to analyze and
quantify for purposes
of determining subjects
and kind of training
needed.
More subjective
technique.
Only individual knows
what he believes he
(she) needs to learn.
Remarks
Supervisor ratings are
often done poorly as there
is no real incentive to do
them well, and a lot of
good reasons not to
Done effectively in some
situations like customer
service where you can
monitor behavior
Be sure employee believes
it is in his best interest to
be honest
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Data Sources for Person Analysis – Part 2 of 5
Data Sources for
Obtaining Data
Questionnaires
Tests
a. Job knowledge
b. Skills
c. Achievement
Attitude Surveys
Training Need
Implication
Same approach as
the interview.
Can be tailor-made or
standardized. Care
must be taken so that
they measure job
related qualities.
On an individual basis,
useful in determining
morale, motivation, or
satisfaction of each
employee.
Remarks
Same concerns as the
interview
Care in the development
of scoring keys is
important and difficult to
do if not trained in the
process
Important to use well
developed scales
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Data Sources for Person Analysis – Part 3 of 5
Data Sources for
Obtaining Data
Training Need
Implication
Remarks
Checklists or
Training Progress
charts
Up-to-date listing of each Rely on supervisor
employee’s skills.
ratings, see “Performance
data or Appraisals”
Rating Scales
Care must be taken to
ensure objective
employee ratings.
Critical Incidents
Observe actions critical
to successful and
unsuccessful
performance.
Rely on supervisor
ratings, see “Performance
data or Appraisals”
Rely on supervisor
ratings, see “Performance
data or Appraisals”
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Data Sources for Person Analysis – Part 4 of 5
Data Sources for
Obtaining Data
Training Need
Implication
Remarks
Diaries
The individual
employee records
details of his (her) job.
Devised Situations
Certain knowledge,
skills, and of attitudes
are demonstrated in
these techniques.
Useful, but again, care
in development of
scoring criteria is
important
Combination of several of
the above techniques.
Although expensive to
develop and operate,
these are very good
Assessment Centers
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Data Sources for Person Analysis – Part 5 of 5
Data Sources for
Obtaining Data
Coaching
MBO or Work
Planning
Training Need
Implication
Similar to interview –
one-to-one.
Provides actual performance
data on a recurring basis
related to organizational
and group or individually
negotiated standards.
Remarks
Must choose coaches
carefully and train to be
most effective
Good process when
implemented properly,
and Review Systems are
the support of top
management
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