HRM635 Week 3 Discussion

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PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

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Chapter 3

The Needs Analysis Process

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Learning Outcomes

After reading this chapter, you should be able to:

Define “needs analysis” and describe the needs analysis process

Explain how to conduct an organizational, task, and person analysis as well as a cognitive task analysis and a team task analysis

Describe how to determine solutions to performance problems and when training is the best solution for a performance problem

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Learning Outcomes

Compare and contrast different methods and sources for conducting a needs analysis

Describe the obstacles to conducting a needs analysis and how to conduct a rapid needs analysis

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Introduction

Needs analysis is the first critical step of the ISD process

Determines the nature of the problem and whether training is the best solution

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A needs analysis is performed to determine the difference or gap between the way things are and the way things should be

Needs Analysis

A process to identify gaps or deficiencies in employee and organizational performance

A need is a gap between current and desired results

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Needs analysis, also known as needs assessment, is the cornerstone and foundation of T&D

Needs analysis is the process to identify gaps or deficiencies in individual, group, or organizational performance

Needs = required results – current results

The Needs Analysis Process

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The process starts with an “itch” or problem

If the performance problem is important, stakeholders are consulted and a needs analysis is conducted

Three levels of needs analysis: organizational, task analysis, and person analysis

The process concludes with important outcomes

Steps in the Needs Analysis Process

Step one: A concern

Step two: Importance

Step three: Consult stakeholders

Step four: Data collection

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Step 1: A concern—referred to as an itch or pressure point, something that causes managers to notice it; for example, noticing that customers are being treated rudely or recognizing a change in the external environment, such as new legislation

Step 2: Importance—how central is the concern to the effectiveness of the organization and what are the cost implications of the problem

Step 3: Consult stakeholders—these are the key players in the organization who have a vested interest in the process and outcomes

Step 4: Data collection—documentation of the concern from three levels of analysis (organization, task, and person/employee)

Needs Analysis Outcomes

Needs analysis determines:

If T&D is a good solution

Where training is needed in the organization

What type of training is required

Who should receive training

Helps to write training objectives

Assists in designing training programs

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Needs analysis becomes the cornerstone of the T&D process due to the many outcomes described here

Needs analysis helps to determine the best solution to performance problems and how to proceed if training is a part of the solution

Needs Analysis: Levels

Organizational

Task

Cognitive task analysis

Team task analysis

Person

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Each level of needs analysis will be described, including how to conduct an organizational, task, and person needs analysis

Organizational Analysis: Components

Strategic alignment

Strategic training and development

Environment

Compliance training

Resource analysis

Organizational context

Training transfer climate

Learning culture

Continuous learning culture

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Strategic alignment—the alignment of an organization’s training needs and programs with an organization’s strategy and objectives

Environment—environment is dynamic and uncertain and can include new government regulations, competitive and social concerns, new technologies, recessions, trade agreements, and many more

Resource analysis—determining the resources available in the organization that might be required to design and implement T&D programs

Organizational context—includes the organization’s climate or attitudes of employees toward work, supervision, and company goals, policies, and procedures

- Training transfer climate—characteristics in the work environment that can either facilitate or inhibit the application of training on the job

- Continuous learning culture—the extent to which members of an organization believe that the knowledge and skill acquisition are a part of their job responsibilities and that learning is an important part of work life in the organization

Task Analysis

The process of obtaining information about a job by determining the tasks and activities involved and the KSAs required to perform the task

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Consists of a description of the activities or work operations performed on a job and the conditions under which these activities are performed

Reveals the tasks required for the person to perform a job and the knowledge, skills, and abilities required to perform the tasks successfully

Task Analysis

There are six steps in a task analysis:

Identify target jobs

Obtain a job description

Develop rating scales (importance, difficulty, frequency)

Survey a sample of incumbents

Analyze and interpret information

Provide feedback on the results

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Identify target jobs—which jobs are contributing to the performance gap or have a performance gap

Obtain a job description—the statement of tasks, duties, and responsibilities of a job (if not updated within the last year, consult with the manager and employees in the position to obtain a current listing of tasks and qualifications)

Develop rating scales (importance, difficult, frequency)—it is important to rate the importance of each task, its difficulty, and how often it is performed

Survey a sample of incumbents—job incumbents, supervisors, and subject-matter experts must provide ratings of task importance, difficulty, and frequency

Analyze and interpret information—comparisons between groups may reveal important information such as differences between senior employees and newer employees

Provide feedback on the results—provides employees an opportunity to discuss strengths and weaknesses and propose solutions to problems

Cognitive Task Analysis

A set of procedures that focuses on understanding the mental and cognitive processes and skills required for performing a job

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The focus is on the mental and cognitive aspects of a job vs. observable behaviours, such as typing or driving

Describes mental and cognitive activities that are not directly observable such as decision making or problem solving

Very useful in jobs requiring an extensive knowledge base, that involve complex judgments in dynamic and uncertain environment, and that have high-stakes outcomes

Team Task Analysis

An analysis of tasks as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks

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An assessment of team-based competencies; includes things such as how to communicate, interact, and coordinate tasks effectively with team members

The main objective is to identify the key team competencies required for the tasks of the job, which will be used to write training objectives and to design a training program

Person Analysis

The process of studying employee behaviour and performance to determine whether performance meets work standards:

Define the desired performance

Determine the gap between desired and actual performance

Identify the obstacles to effective performance

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Focuses on the person performing a job and helps to determine who needs training and whether they are ready for training

Define the desired performance—establish performance standards

Determine the gap between desired and actual performance—compare the standard level of performance and each employee’s performance (performance appraisals, work samples, observations, self-assessments of competencies, and formal tests)

Identify the obstacles to effective performance—if there is a gap between standards and performance, it is necessary to determine the reason for the gap (deficiencies in execution or KSAs; workers may not know the standard, not receive adequate feedback, or not be rewarded for meeting standards)

Barriers to Effective Performance

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Important to recognize that not all barriers to performance suggest a training solution (some are related to motivation and work environment)

The solution to performance problems will not always be training

Determining Solutions to Performance Problems

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First, we consider some basic solutions or quick fixes

Managers need to develop contingency management programs that reward employees for good performance

The next step is to consider whether there is a genuine skill deficiency

Important to recognize that not all barriers to performance suggest a training solution (some are related to motivation and work environment)

The solution to performance problems will not always be training

Determining Solutions to Performance Problems

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If there exists a genuine skill deficiency and the person does not have the potential to change, then replacing the person might be the only solution

If the person does have the potential to change, then consider training as a potential solution

Important to recognize that not all barriers to performance suggest a training solution (some are related to motivation and work environment)

The solution to performance problems will not always be training

Training Solution Checklist

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Training is the best solution to performance problems when the conditions described in Table 3.3 exist

Review The Trainer’s Notebook 3.2 on page 98

Performance Problems and Training

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Training is the best solution to performance problems when the conditions described in Table 3.3 exist

Review The Trainer’s Notebook 3.2 on page 98

Needs Analysis Methods

Observation

Questionnaires

Key consultation

Print media

Interviews

Group discussion

Tests

Records, reports

Work samples

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This list provides a good overview of the types of needs analysis methods commonly used in T&D

Review each needs analysis method, including each method’s advantages and disadvantages shown in Table 3.4 (pages 100–103)

Needs Analysis Sources

Employees (including self-assessment)

Managers

Human resource staff

Subject-matter experts

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Employees, managers, HR staff, subject-matter experts

Some retail outlets assess performance through the use of professional shoppers

Some employees rate their own performance and indicate their training needs through self-assessment

The best approach to needs analysis is to use multiple approaches and different sources

Obstacles to Needs Analysis

Trainers are not rewarded

Managers prefer action over analysis

Managers believe they can identify training needs (analysis wastes time)

Managers may have their own agenda

Time and cost can be a constraint

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Many organizations do not conduct a thorough or complete needs analysis as there are several obstacles that may get in the way

Obstacles to Needs Analysis

Conducting some data collection will almost always result in a better training program

Persuade management of the importance of conducting a needs analysis

Ensure that it is included in the training budget

Conduct a rapid needs analysis

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Many organizations do not conduct a thorough or complete needs analysis as there are several obstacles that may get in the way

Summary

Discussed the needs analysis process and three levels of needs analysis—organizational, task, and person analysis—as well as cognitive and team task analysis

Described how to determine solutions to performance problems

Described needs analysis methods and sources

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Summary

Considered obstacles and how to overcome them

Demonstrated needs analysis is critical for determining the nature of performance problems and whether training is the right solution

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Key Terms

Cognitive task analysis

Competency

Compliance training

Contingency management

Continuous learning culture

Job description

Learning culture

Need

Needs analysis

Organizational analysis

Organizational climate

Person analysis

Rapid needs analysis

Resource analysis

Strategic training and development (ST&D)

Task analysis

Team task analysis

Training transfer climate

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