advances in human resource development and management
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Recap of Lecture 21 Training Needs Assessment/Analysis (TNA) Why to conduct TNA? What is a Training/HRD Need? The TNA Model Organizational Analysis Data Sources for Organizational Analysis What Do You Ask and from Whom? Lecture 22TRANSCRIPT
Advances in Human Resource Development and Management
Course code: MGT 712Lecture 22
Lecture 22 2
Recap of Lecture 21
• Training Needs Assessment/Analysis (TNA)• Why to conduct TNA?• What is a Training/HRD Need?• The TNA Model
Organizational Analysis– Data Sources for Organizational Analysis– What Do You Ask and from Whom?
Lecture 22
Learning Objectives: Lecture 22
• TNA Model• Task Analysis
– Steps in conducting a task analysis– Data Sources For Task/Operational Analysis
• Person Analysis– Components of Person Analysis– Data Sources for Person Analysis
• Output of TNA• Prioritizing HRD Needs
3
Lecture 22 4
The TNA ModelInput Process Output
TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP)
Identify Performance Discrepancy (PD)PD = EP < APAnd Causes of PD
Non Training Needs
Training Needs
Resources
Operational/Task Analysis Expected Performance (EP)
Person Analysis Actual Performance (AP)
Organizational Analysis Objectives
Environment
Lecture 22 5
Task/ Operational Analysis
The systematic collection of data about a specific job or group of jobs to determine what an employee should be taught to achieve optimal performance– Appropriate standards of performance – How task should be performed to meet these
standards– Knowledge, Skills, Abilities, and other characteristics
(KSAO) required to meet the standards
Lecture 22 6
Steps in conducting a task analysis
• Develop job description• Identify job tasks
– The major tasks in the job– How each job should be done – performance standards
– How the tasks are actually performed?• Identify what is takes to do the job -KSAOs needed
• Identify the areas that can most benefit from training
• Prioritize potential training areas
Lecture 22 7
Data Sources For Task/Operational Analysis
1. Job Descriptions Outlines the job’s typical duties and responsibilities but is not meant to be all inclusive
Often inaccurate due to time constraints or job knowledge.
Sources for Obtaining Job Data
Training Need Implications Practical Concerns
2. Job Specifications List specified tasks required for each job.
May be product of the job description and suffer from the same problems
3. Performance
Standards
Objectives of the tasks of job, and standards by which they are judged.
Very useful if available, and accurate, but often organizations do not have formal performance standards
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.
Lecture 22 8
Data Sources For Operational Analysis
Sources for Obtaining Job Data
Training Need Implications Practical Concerns
5. Observe Job—Work
Sampling
Most effective way of determining specific tasks, but has serious limitations in higher level jobs
Useful again for certain jobs. Be aware of the fact that being observed can influence behavior
6. Questions directed to the job holder and the supervisor.
Most often used method. The job holder and his supervisor have different perspectives and information
7. Review Literature concerning job in professional journals practitioner journals other industries
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
Lecture 22 9
Person AnalysisPerson analysis is directed at determining the training needs of the
individual employees.Expected Performance – Actual Performance = Performance Gap
• Someone who can regularly observe the employee’s performance - supervisor
• Addresses performance deficiency– Is performance substandard?– Are current employees capable of training?– Can performance be improved through training
• Deals with the issue of whether to train, replace, motivate• Based on many sources of data
Lecture 22 10
Components of Person Analysis• Summary Person Analysis
– Determines the overall success of the individual employee performance and classifies an individual as successful vs unsuccessful employee
• Diagnostic Person Analysis– Tries to discover the reasons for an employee’s performance –
how individual’s KSAOs, effort, and environmental factors combine to yield the summary person analysis
• Effective performers may be the source for ideas on how to improve performance
• Analysis of ineffective employees can identify which training interventions are needed
Lecture 22 11
Data Sources for Person Analysis
Performance Data or Appraisals
Easy to analyze and quantify to determine subjects and kind of training needed.
Supervisor ratings are not for TNA and often done poorly
Sources for Obtaining Data
Training Need Implication
Remarks
Observation – Work Sampling
More subjective technique.
Done effectively in some situations - customer service - where you can monitor behavior
Interviews Only individual knows what he believes he needs to learn.
Be sure employee believes it is in his best interest to be honest
Questionnaires Same approach as the interview.
Same concerns as the interview
Lecture 22 12
Data Sources for Person Analysis
Tests a. Job knowledge
b. Skillsc.
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
Sources for Obtaining Data
Training Need Implication
Remarks
Attitude Surveys On an individual basis, useful in determining morale, motivation, or satisfaction of each employee.
Important to use well developed scales
Checklists or Training Progress charts
Up-to-date listing of each employee’s skills.
Rely on supervisor ratings, see “Performance data or Appraisals”
Lecture 22 13
Data Sources for Person Analysis
Rating Scales Care must be taken to ensure objective employee ratings.
Rely on supervisor ratings, see “Performance data or Appraisals”
Sources for Obtaining Data
Training Need Implication
Remarks
Critical Incidents Observe actions critical to successful and unsuccessful performance
Rely on supervisor ratings, see “Performance data or Appraisals”
Diaries The individualemployee recordsdetails of his job.
May be biased
Devised Situations Certain knowledge, skills, and attitudes are demonstrated in these techniques.
Useful, but again, care in development of scoring criteria is important
Lecture 22 14
Data Sources for Person Analysis
Assessment Centers Combination of several of the above techniques.
Expensive to develop and operate, these are very good
Data Sources for Obtaining Data
Training Need Implication
Remarks
Coaching Similar to interview –one-to-one.
Must choose coaches carefully and train to be most effective
MBO or Work Planning
Provides actual performance data on a recurring basis related to organizational and group or individually negotiated standards.
Good process when implemented properly, and Review Systems are the support of top management
Lecture 22 15
Developmental Needs
• An effective person analysis should also determine future developmental needs for:– Maintaining and increasing the KSAs of employees– Career development by preparing the employee for
future jobs• Data on developmental needs can be sought from:
– Periodic performance evaluation– Skills inventory– Human resource information system
Lecture 22 16
Model of Process When Performance Discrepancy Is Identified
YES
Is it worth fixing?
Performance Discrepancy
YES
KSADeficiency
Reward/ Punishment Incongruence
InadequateFeedback
Obstacles inthe System
Choose Appropriate Remedy
YES
ChangeContingencies
YES
Provide Proper Feedback
YES
RemoveObstacles
YES
Lecture 22 17
Model of Process When Performance Discrepancy Is Identified
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
Lecture 22 18
Output of TNA
Training NeedsNon-Training Needs• Non-Training Needs that have no KSA deficiency
– Reward/Punishment In-congruencies– Inadequate Feedback– Obstacles in the system
• Non-Training Needs that have a KSA deficiency– Job Aids– Practice– Changing the job itself
Lecture 22 19
Prioritizing HRD Needs
• There are never enough resources available• Must prioritize effort• The projected impact on organizational performance
must always be kept in mind• What are the potential gains or return on investment
from various options?– Need full organizational involvement in this process
• More employees will perceive HRD programs as being relevant• More people in the organization will support HRD programs
– Involve an HRD Advisory Committee.
Lecture 22 20
Summary of Lecture 22
• TNA Model• Task Analysis
– Steps in conducting a task analysis– Data Sources For Task/Operational Analysis
• Person Analysis– Components of Person Analysis– Data Sources for Person Analysis
• Output of TNA• Prioritizing HRD Needs
Lecture 22 21
Reference books
Effective Training: Systems, Strategies, and Practice (3rd Ed.)
P. Nick Blanchard and James W. Thacker: Dorling Kindersley, Delhi
Human Resource Development: Foundation, Framework and Application
Jon M. Werner and Randy L. DeSimone: Cengage Learning, New Delhi
Lecture 22 22
Thank you!