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Analysis Phase Input Process Organizational Analysis Objectives Resources Environment TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP) Operational Analysis Expected Performance (EP) Output Training Needs Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Person Analysis Actual Performance (AP) Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Non Training Needs

The TNA Identifies Performance Gaps A Performance gap exists when: Expected Performance > Actual Performance results from ? ? KSA x Motivation x Environment Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Summary: TNA Process After the Trigger Organization gap? • Org. Analysis Units in org. with gap • Operational Analysis Persons in unit with gap • Person Analysis Cause of gaps • KSA = Training solution • Other = Non-training solution Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Correcting a Performance Gap (1 of 2) Performance Gap Identified Cost/Benefit of fixing is positive Are performance consequences incongruent with desired performance? Is feedback a problem? NO NO YES See next Slide Are there barriers to performance? NO YES These need to be addressed before training will result in improved performance Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Correcting a Performance Gap (2 of 2) If PG is not caused by motivation or environmental factors Look at KSAs If employees have gaps in needed KSAs, Possible solutions are: Job aids Practice opportunities with coaching Redesign the job Training Transfer Termination Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

What Do You Ask and Of Whom What to Ask About Mission Goals and Objectives Social Influences Who to Ask Top mgmt, Dept. mgmt, supervisors and incumbents Reward Systems Job Design Relevant supervisors and incumbents, perhaps relevant department managers Job Performance Relevant supervisors and incumbents Methods and Practices Relevant department managers supervisors and incumbents Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 4 -9

Purpose of Operational Analysis Ø Identify unit level PGs related to Organizational PG Ø Identify any work impediments Ø Determine expected job performance standards Ø Determine KSAs required to meet standards Ø Develop measures of individual performance and KSAs Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Sources For Operational Analysis Sources Training Need Implications Practical Concerns 1. Job Descriptions Outlines the job’s typical duties Often inaccurate and responsibilities 2. Job specifications Specific tasks required for the job and may include judgments of required KSAs. 3. Performance Standards Provides objectives & standards related to the tasks required. Very useful if available 4. Incumbents and supervisors Provides accurate data about current job and performance expectations. Must be done correctly to be of value Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Check for accuracy 9

Form for Job-Duty-Task Method Job (Title & Classification code if available): Duty 1: Task 1: Subtasks KSAs Needed Task 2: Subtasks KSAs Needed And so on until all tasks for the duty have been identified Duty 2: Task 1: Subtasks KSAs Needed Task 2: Subtasks KSAs Needed And so on until all duties have been analyzed for tasks and KSAs Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -10

Example of task analysis Job Title: Trainer (Delivery Specialist) Duty 1: Provide face-to-face training to groups of 10 or more. Task 1: Subtasks: KSAs Needed 1. Provide accurate Knowledge of topic area and how it is Deliver material information. used on the job. in a manner 2. Apply approved training Knowledge of all instructional methods that facilitates methods effectively. and when to use them learning. 3. And so on…. And so on Task 2: Engage and Motivate trainees Subtasks: 1. Demonstrate value of training. And so on…. KSAs Needed Knowledge of the adult learning process. Effective interpersonal communication skills: And so on until all tasks, subtasks and KSAs for the duty are identified Repeat the process for Duty-1 until all duties have been analyzed for their required tasks and KSAs. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 11

Comparing Outcomes of Worker- and Task-Oriented Approaches Job Task-Oriented Worker-Oriented Garage attendant Checks tire Pressure Obtains information from visual display Machinist Checks thickness of crankshaft Uses a measuring device Dentist Drills out decay from teeth Uses precision instruments Forklift Driver Loads pallets of washers on to trucks High level of eye-hand coordination Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 -12

Purpose of Person Analysis Identify individual job performance gaps Determine cause of performance gaps by: ØComparing individual KSAs to those required to meet job performance standards. If KSAs are lacking training MAY be a solution If KSAs exist, training is NOT a solution Ø Also need to examine motivation and environment factors, even for those lacking KSAs. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Data Sources for Person Analysis Part 1 of 4 Copyright © 2013 Pearson Education,

Data Sources: Person Analysis (2 of 4) Copyright © 2013 Pearson Education, Inc. publishing

Data Sources - Person Analysis (3 of 4) Copyright © 2013 Pearson Education, Inc.

Data Sources - Person Analysis (4 of 4) Copyright © 2013 Pearson Education, Inc.

Measuring KSAs There are two significant issues you need to attend to in your measurement of KSAs ØReliability ØValidity Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

Writing good K &A questions (Skills can not usually be measured with questions) ØAsk one thing, not multiple things ØGive clear alternatives for M. C. questions ØClarify how to respond for Open ended ØMake sure question provides value ØMake sure you know what the right answer is Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Good/Bad question? Who do you go to when you have a conflict at work? a. b. c. d. e. Superior/Supervisor Subordinate Colleague or friend Customers/Stakeholders Other Doesn’t measure KSAs. a, c & d have multiple answers Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Good/Bad question? How good are you at resolving conflict? a. Very Good b. OK c. Not Good at all • Doesn’t measure ability, only self perception of ability (almost always higher than reality) • Response alternatives are not anchored… what does good mean? What is the difference between good and OK? • Not enough gradations in ability Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Good/Bad Question? 3. Which of the following acts, makes it illegal to treat employees and job applicants differently based on (Please check all that apply): Law/Act Group/Class Title VII ADEA Age Appearance Color Gender Marital Status Mental Disability National Origin Physical Disability Race Religion Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall ADA Equal Pay Act

Ø A good question, but scoring can be a problem. Ø Each law/act has 10 correct answers. Thus, a person’s score for each law/act will be the number correct out of 10. Law/Act Group/Class Title VII ADEA Age Appearance Color Gender Marital Status Mental Disability National Origin Physical Disability Race Religion Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall ADA Equal Pay Act

Good/Bad Open Ended question? List the specific KSAs you have developed for recruitment and selection. (For example: interviewing, reading completed applications, etc. ) Ø Many problems with this type of question People may (and usually do) think they know more than they do. People may not remember all that they know People may use terms for what they know that the test scorer doesn’t understand Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Good/Bad Instructions? Please choose only one answer, based on past experience. These instructions say that you should answer the question based on experience rather than what the correct answer is. Thus, you are measuring what they say they have done, rather than what they know to be correct. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Good Rules to Follow in Writing Questions to Assess KSAs 1. Make sure you measure knowledge, skill or attitude, not what people think they know or can do. 2. Few skills can be measures with written questions. 3. Make sure you have the correct answer for your questions. 4. Make sure you know how to score the answers you will get. 5. Make sure your instructions are appropriate. 6. Proof your questions and answer alternatives carefully!!! Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall

Comparing Reliability and Validity Not reliable or valid Reliable but not valid Reliable and valid See the Appendix from Needs Analysis Chapter Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall