Effective Training Strategies Systems and Practices Chapter Four

Effective Training: Strategies, Systems and Practices Chapter Four Needs Analysis P. Nick Blanchard and James W. Thacker

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) Chapter 4 Output Training Needs Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Non Training Needs 2

Needs Assessment n n n Organizational Analysis Task/Operational Analysis Person Analysis Chapter 4 3

Organizational Analysis n n Organizational goals and strategy Organizational resources (financial, facilities, resources) Organizational culture/climate Environmental constraints Chapter 4 4

Task/Operational Analysis n n n Overall job description Task identification What it takes to do the job/KSAs Areas that can benefit from training Prioritizing training needs Chapter 4 5

Person Analysis n Performance deficiency n n n 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 Chapter 4 6

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 Chapter 4 Inadequate Feedback Obstacles in the System YES Provide Proper Feedback Remove Obstacles 7

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 Chapter 4 8

Data Sources for Organizational Analysis – Part 1 of 3 Data Source Recommended Training Need Implications 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 Thirty percent of our truck to fill gaps caused by drivers will retire over the retirement, turnover, next four years age, etc. Chapter 4 Example 9

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 Seventy percent of productivity are useful in grievances are related to determining behaviors of 6 supervisors performance deficiencies High absences in clerical staff Accident rate for line workers increasing Chapter 4 10

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 Chapter 4 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 11

What Do You Ask and Of Who – Part 1 of 3 What to Ask About Who to Ask 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 Chapter 4 Top management Relevant department managers, supervisors and incumbents 12

What Do You Ask and Of Who – Part 2 of 3 What to Ask About Who to Ask 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? Chapter 4 Top management Relevant department managers, supervisors and incumbents Relevant supervisors and incumbents, perhaps relevant department managers 13

What Do You Ask and Of Who – Part 3 of 3 What to Ask About Who to Ask 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 Chapter 4 Relevant supervisors and incumbents Relevant department managers supervisors and incumbents 14

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. Chapter 4 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 15

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 Chapter 4 16

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. Practical Concerns Most often used method the job holder and his supervisor have different perspectives and information 7. Review Literature Useful for determining concerning job in specific issues related to professional the job and what is being journals practitioner done by others and what journals other the results are industries Chapter 4 Need to be sure information is relevant to your organization 17

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. ) Chapter 4 18

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. ). 3. ____ Color perception (differentiating or identifying objects, materials, or details thereof on the basis of color). Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5. Extreme 4. ____ Sound pattern recognition (recognizing different patterns, or sequences of sounds for example, those involved in Morse code, heartbeats, engines not functioning correctly, etc. ) Chapter 4 19

Applying the Job-Duty-Task Method of Job Analysis to the Job of 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 Chapter 4 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 20

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 Chapter 4 21

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. Chapter 4 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 22

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. Chapter 4 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 23

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. Chapter 4 Rely on supervisor ratings, see “Performance data or Appraisals” 24

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 Chapter 4 25

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. Chapter 4 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 26

Work Planning and Review at Corning Dimension Applying quality principles Behavioral Statement Sets high standards for self and others: puts a great deal of emphasis on errorfree work Chapter 4 Written Example Developed written requirements for all suppliers on the Stafford project and encouraged others to do the same. 27

Likelihood of Deficiency Being a Training Issue Distinctiveness Number of areas of performance Low High Unsure Low High Consensus # employees Chapter 4 Unsure 28

A Comparison Reliability and Validity Not reliable or valid Reliable but not valid Chapter 4 Reliable and valid 29

Diagram Illustrating the Criterion (Constructs) of Deficiency, Relevance, and Contamination Ultimate criterion Criterion deficiency Criterion relevance Actual criterion Chapter 4 Criterion contamination 30