Chapter 1 B Assessing HRD Needs

Assessing HRD Needs

Chapter 1B

Training and HRD Process Model

• HRD interventions should be designed and conducted using a four-phase approach: – needs assessment– design – implementation– evaluation

Instructional Systems Design Model of HRD/T&D

Design Implementation Evaluation

Defineobjectives

Selectevaluationcriteria

Developlesson plan

Develop/acquirematerials

Selecttrainer/leader

Select methodsand techniques

Schedule theprogram/intervention

Determineevaluationdesign

Conductevaluationof programor intervention

Deliver theHRD programor intervention

Interpretresults

Assessment

Assess needs

Prioritizeneeds

Training Needs Assessment (TNA)

• Needs assessment (or needs analysis) – a process by which an organization’s HRD

needs are identified and articulated

• It is the starting point of the HRD and training process

A Needs Assessment Can Identify:

• Organization’s goals and its effectiveness in reaching these goals

• Discrepancies between employees’ skills and the skills required

• Discrepancies between current skills and the skills needed in the future

• The conditions under which the HRD activity will occur

Why Needs Assessment Are Sometimes Not Conducted

• A needs assessment can be a difficult, time-consuming process

• Action is valued over research

• Available information already specifies what an organization’s needs are

• There is a lack of support for needs assessment

What Is a “Training Need?”

• A deficiency between what is expected and what occurs

• Efforts focused on correcting substandard performance

• Not every need can/should be addressed by HRD

Types of Needs

• Diagnostic needs – focus on performance

• Analytic needs – focus on better ways to perform

• Compliance needs– those set by law

Proactive versus Reactive

• HRD needs to be proactive and forward thinking– A strategic partner with management, working

towards the future

• Being reactive leads to being focused on past and present– Not being a strategic partner, thereby

vulnerable to layoff…

Levels of Needs Analysis

• Strategic/Organizational analysis– Where in organization training is needed– Under what conditions will it occur

• Task Analysis– What must be done to perform successfully– What must be done to correctly complete a task

• Person Analysis– Who needs to be trained– What kind of training do they need

Strategic/Organizational Analysis

• Organizational goals• Organizational resources• Organizational climate• Environmental constraints

Organizational Goals

• Are areas meeting goals– Probably don’t need training

• Areas not meting goals– Is training the answer?

Organizational Resources

• Funding– is it available?

• Facilities– are they available for HRD?

• Materials– are they on hand?

• Expertise in-house– is it available without impairing production?

Organizational Climate

• Is it supportive to HRD?• Is there inter- and intra-area cooperation and

trust?• Is there management support?• Is there supervisory support?• Is there profit center support?

Environmental Constraints

• Include – Legal issues– Social issues– Political issues– Economic issues

Advantages of Conducting Strategic/Organizational Analysis

• Ensures HRD efforts are tied to organizational strategy and mission

• Communicates linkage between operations and HRD

• Generates support for HRD efforts and activities

Methods of Strategic/Organizational Analysis

• Data Sources for determining HRD and Training Needs– Human resource inventories– Skill inventories– Organizational climate measures– Efficiency indexes

• Resource and time limitations make it difficult to do such a high-level analysis

Data Sources for Organizational/Strategic Analysis – 1

Data Source Recommended HRD/Training Need Implications

1.Organizational Goals and

Objectives

Where HRD or training emphasis can and should be placed. These provide normative standards of both direction and expected impact, which can highlight deviations from objectives and performance problems.

SOURCE: ACADEMY OF MANAGEMENT REVIEW by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center



2. Human Resource (Manpower)

Inventory

Where HRD/training is needed to fill gaps caused by retirement, turnover, age, etc. This provides an important demographic database regarding possible scope of training needs.




3. Skills Inventory Number of employees in each skill group, knowledge and skill levels, training time per job, etc. This provides an estimate of the magnitude of the specific needs for HRD/training. Useful in cost-benefit analysis of HRD projects.




4. Organizational Climate Indexes Labor-Management data

These “quality of working life” indicators at the organization level may help focus on problems that have HRD/training components




Attitude surveys Good for locating discrepancies between organizational expectations and perceived results.




Customer complaints Valuable feedback; look especially for patterns and repeat complaints.




5. Analysis of Efficiency Indexes:

Costs of labor, Costs of materials, Quality of product,

Equipment utilization, Costs of distribution, Waste, Downtime, Late deliveries, Repairs

Cost accounting concepts may represent ratio between actual performance and desired or standard performance



Data Source Recommended

HRD/Training Need Implications

6. Changes in System or

Subsystem

7. Management Requests or

Management Interrogation

New or changed equipment may present HRD or training problem

One of most common techniques of HRD/ training needs determination.




8. Exit Interviews Often information not otherwise available can be obtained in these.

Problem areas and supervisory training needs especially.




9. MBO or Work Planning and Review Systems

Provides performance review,

potential review, and long-term

business objectives. Provides

actual performance data on a

recurring basis so that baseline

measurements may be known

and subsequent improvement or

deterioration of performance can be identified and analyzed.


Task Analysis

• Task analysis (sometimes called operations analysis) – a systematic collection of data about a

specific job or group of jobs to determine what an employee should be taught to achieve optimal performance

Steps in Task Analysis

1. Develop an overall job description

2. Identify the task

a. Describe what should be done in the task

b. Describe what is actually done in the task

3. Describe KSAOs needed to perform the job

4. Identify areas that can benefit from training

5. Prioritize areas that can benefit from training

Step 1: Job Description

• A job description is a narrative statement of the major activities involved in performing the job and the conditions under which these activities are performed

Job Analysis

• A systematic study of a job to identify its major components– Jobs– Tasks– Working conditions– KSAOs

Step 2: Task Identification

• Focuses on the behaviors performed within the job

Sources for Task Needs Analysis – 1

Technique for Obtaining Job Data


Job Descriptions Outlines the job in terms of typical

duties and responsibilities but is not meant

to be all-inclusive. Helps define performance

discrepancies.





2. Job Specifications or

Task Analysis

List specified tasks required for each job.

More specific than job descriptions.

Specifications may extend to judgments of

knowledge, skills, and other attributes

required of job incumbents.





3. Performance Standards

Objectives of the tasks of job and

standards by which they are judged. This

May include baseline data as well.





4. Perform the Job Most effective way of determining specific

tasks but has serious limitations the higher

the level of the job in that performance

requirements typically have longer gaps

between performance and resulting

outcomes.





5. Observe Job-Work Sampling

Effective way of determining specific tasks

but has serious limitations in that only samples are analyzed


Sources for Task Needs Analysis - 6



6. Review Literature

Concerning the Job

Research in other

Industries, Professional

Journals, Documents,

Government sources,

Ph.D. and master’s

theses

Possibly useful in comparison

analyses of job structures but far

removed from either unique aspects of the

job structure within any specific organization

or specific performance requirements.





7. Ask Questions About the Job•Of the job holder•Of the supervisor•Of higher management

Direct responses but limited to respondents expertise, experience and range of knowledge





8. Training Committees

Or Conferences

Inputs from several viewpoints can often

reveal training needs or HRD/training

desires.





9. Analysis of Operating Problems:•Downtime reports•Waste•Repairs•Late deliveries•Quality control

Indications of task interference,

environmental factors, etc.





10. Card Sort “How to” statements sorted by

training importance


Task Identification

• Task identification focuses on the behaviors performed within the job– the major tasks within the job– how each task should be performed (i.e.,

performance standards)– the variability of performance (how the tasks

are actually performed in day-to-day operations)

Methods for Task Identification

1. Stimulus-response-feedback

2. Time sampling

3. Critical incident technique

4. Job inventories

5. Job-duty-task method

Stimulus-Response-Feedback Method

• Method breaks down each task into three parts– Stimulus or cue

• when to start task

– Response or behavior• what to do

– Feedback• How well task was done

Time Sampling

• Trained observed watches and notes nature and frequency of activities

Critical Incident Technique (CIT)

• Record incidences of particularly effective and particularly ineffective performance over a set period

• Helps identify why behavior was effective or ineffective

Job Inventory Questionnaire

• Identify all tasks in a job

• Supervisors and incumbents evaluate– Each task in terms of importance– Time spent performing it

• Develops data that can be analyzed with statistics

• Involves many people, so minimizes individual opinions

Job-Duty-Task Method

• Job divided into sub-parts identifying– Job title– Each duty performed

• Includes tasks and subtasks

– KSAOs needed to perform each sub-task

Job-Duty-Task Method

Appraise individualemployee’s performance

Determine source ofdiscrepancies

Identify discrepancies

Internal factors

Motivational deficiency

External factors

Knowledge, skill, or abilitydeficiency

Compare individual’sbehavior and traits toothers ’ behaviors and traitsor to an ideal

Inadequate equipment,adverse conditions

Integrate information fromorganization, job, andperson analyses

Select intervention

SOURCE: From G. E. Mills, R.W. Pace, & B. D Peterson. (1988). Analysis in human resource training and organizational development(p. 57). Reading, MA: Addison-Wesley. Reprinted by permission.

Step 3: Identify What It Takes to Do the Job - 1

Knowledge An understanding of a body of

information, usually of a factual

or procedural nature, that makes

or successful performance of a

task.

Skill An individual’s level of

proficiency or competency in

performing a specific task. Level

of competency is usually

expressed in numerical terms.

SOURCE: From Human Resource Selection, 6th edition by Gatewood/Field/Barrick. Copyright 2008. Reprinted withpermission of South-Western, a division of Thomson Learning: [email protected]. Fax 800-730-2215.

Step 3: Identify What It Takes to Do the Job - 2

Ability A more general, enduring trait or capability

an individual possesses when he or she

First begins to perform a task, e.g., the

power to perform a physical or mental

function.

Other Characteristics Includes personality, interests, and attitudes.

SOURCE: From Human Resource Selection, 6th edition by Gatewood/Field/Barrick. Copyright 2008. Reprinted withpermission of South-Western, a division of Thomson Learning: [email protected]. Fax 800-730-2215.

Step 4: Identify Areas that HRD/Training Can Help the Most

• Focus is on determining which tasks and capabilities should be included in HRD programs

• Ratings of tasks as well as KSAOs should be examined

• Also must look at importance of task

Step 5: Prioritize Training Needs

• Needs to be realistic

• Try to avoid “pet projects” or latest fads

• Get management and supervisors to agree with priorities– Achieve “buy-in”

Points About Task Analysis – 1

• Input from managers, supervisors, and employees can ensure support for needs analysis and pave the way for support for training

• Multiple methods not only provide unique information but also enable the analyst

to confirm findings and identify and resolve discrepancies

Points About Task Analysis – 2

• Ratings of tasks allow for quantitative analysis of which tasks may benefit from training and which should be addressed

• Viewing needs from a broad perspective, rather than focusing only on performance deficiencies, results in a better understanding of training needs and can build support for training programs

Person Analysis

• Directed at determining the training needs of the individual employee

• Focus is typically on how well each employee is performing key job or task

Components of Person Analysis

• Summary Person Analysis– involves determining the overall success of

individual employee performance

• Diagnostic Person Analysis – tries to discover the reasons for an

employee’s performance

Data Sources for Person Needs Assessment – 1

Technique or Data Obtained HRD/Training Need Implications

1. Performance Data or Appraisals

as Indicators of Problems or

Weaknesses: Productivity,

Absenteeism or Tardiness,

Accidents, Short-term Sickness,

Grievances, Waste, Late

Deliveries, Product Quality,

Downtime, Repairs, Equipment

Utilization, Customer Complaints

•Include weaknesses and areas of improvement as well as strong points.•Easy to analyze and quantify for purposes of determining subjects and kinds of training needed.•These data can be used to identify performance discrepancies.

SOURCE: ACADEMY OF MANAGEMENT REVIEW by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.



2. Observation Work Sampling

•More subjective technique but provides both employee behavior and results of the behavior.




3. Interviews •Individual is only one who knows what he(she) believes he (she) needs to learn.•Involvement in need analysis can also motivate employees to make an effort to learn.




4. Questionnaires •Same approach as the interview.•Easily tailored to specific characteristics of the organization. •May produce bias through the necessity of prestructured categories.




5. Tests•Job knowledge•Skills•Achievement

•Can be tailor-made or standardized•Care must be taken so that they measure job-related qualities

SOURCE: ACADEMY OF MANAGEMENT REVIEW by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT. Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.



6. Attitude Surveys •Useful in determining morale, motivation, or satisfaction of each employee




7. Checklists or Training Progress Charts

•Up-to-date listing of each employee’s skills. •Indicates future training requirements for each job.




8. Rating Scales

9. Critical Incidents

•Care must be taken to ensure relevant, reliable, and objective employee ratings

•Observed actions that are critical to the successful or unsuccessful performance of the job.




10. Diaries

11. Devised Situations•Role play•Case study•Conference leadership•Training sessions•Business games•In-baskets

•Individual employee records details of his (her) job.

•Certain knowledge, skills, and attitudes are demonstrated in these techniques




12. Diagnostic Rating

13. Assessment Centers

•Checklists are factor analyzed to yield diagnostic ratings

•Combination of several of the

above techniques into an intensive

Assessment program




14. Coaching

15. MBO or Work Planning and

Review Systems

• Similar to interview one-to-one

• Provides actual performance data on a recurring basis related to organizational (and individually or group-negotiated standards) so that baseline measurements may be known and subsequent improvement or deterioration of performance may be identified and analyzed


Performance Appraisal

• Perform or have access to a complete, accurate performance appraisal

• Identify discrepancies between the employee’s behavior and/or traits and those required for effective performance

• Identify the source of the discrepancies

• Select the intervention appropriate to resolve the discrepancies

Person Analysis Process Components - 1(Table 4-8)

• Summary Person Analysis– A global analysis; it is an overall evaluation of

an individual employee’s performance – a classification of an individual as a

successful versus unsuccessful performer

Person Analysis Process Components - 2 (Table 4-8)

• Diagnostic Person Analysis– Determine why results of individual employee’s

behavior occur; determine how individual’s knowledge, skills, abilities, and other characteristics (KSAOs), effort, and environmental factors combine to yield the summary person analysis

• Together, the summary and diagnostic person analyses combine to determine who is performing successfully/unsuccessfully and why the individual is performing successfully or unsuccessfully. This is the Person Analysis

Model of Performance Appraisal in Person Analysis Process

Appraise individualemployee’s performance

Determine source ofdiscrepancies

Identify discrepancies

Internal factors

Motivational deficiency

External factors

Knowledge, skill, or abilitydeficiency

Compare individual’sbehavior and traits toothers ’ behaviors and traitsor to an ideal

Inadequate equipment,adverse conditions

Integrate information fromorganization, job, andperson analyses

Select intervention

360-Degree Performance Appraisal

• Using multiple sources to gather performance information

• Can be internal and external to organization• Main Advantage• Using peer, subordinate, and consumer input

provides different perspective of individual and performance

Prioritizing HRD Needs

• Limited resources available for HRD effort

• What are potential gains on return on investment (ROI) for various options?

Participation in Prioritization

• Involving others gets support for HRD– Area representatives– Supervisors– Employees– HR personnel

The HRD Advisory Committee

• Members are a cross-section of the organization

• Meets regularly

• Reviews needs assessment and evaluation data

• Offers advise on type and content of HRD offerings