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
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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
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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
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall
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
Recommended Data Sources forLocating Gaps in Performance
Part 2 of 4
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall
Sources of DataImplications forTraining Needs
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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Recommended Data Sources forLocating Gaps in Performance
Part 3 of 4
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall
Sources of DataImplications forTraining Needs
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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Recommended Data Sources forLocating Gaps in Performance
Part 4 of 4
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall
Sources of DataImplications forTraining Needs
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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What Do You Ask and Of Whom
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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What Do You Ask and Of Whom
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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Data Sources for Person Analysis
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
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Data Sources for
Obtaining Data
Training Need
Implication Remarks
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Data Sources for Person Analysis
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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Data Sources for Person Analysis
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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Data Sources for Person Analysis
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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All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted, in any form or by any
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
C i h 2010 d i bli hi i ll 2
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