Chapter 4: The Needs Analysis Process
TRUE/FALSE
1. A needs analysis is required to determine who needs training and what type of
training they need.
ANS: T PTS: 1 REF: 101
2. A needs analysis is used to identify the differences between what training costs
are and what they should be.
ANS: F
Performance differences
PTS: 1 REF: 102
3. The needs analysis process starts with a concern expressed by a customer,
employee, management, or some other stakeholder.
ANS: T PTS: 1 REF: 103
4. Only senior management must buy into the needs analysis process to ensure
that the data collection will result in accurate information and that they have a vested interest
in the success of the program.
ANS: F
all stakeholders not just Sr Mgt
PTS: 1 REF: 105
5. The most extensive stage in the needs analysis process is data collection.
ANS: T PTS: 1 REF: 105
6. A needs analysis helps to determine what type of training and development is
required to resolve performance problems.
ANS: F
Training and development is only one potential intervention.
PTS: 105 REF: 105
7. One of the key outputs of an organizational analysis is determining the
congruency of a potential training program and the corporate or business-level strategy.
ANS: T PTS: 1 REF: 106
8. An organizational analysis can help to identify potential constraints and
problems that can derail a training program.
ANS: T PTS: 1 REF: 106
9. Strategic training is the alignment of employees’ training needs and programs
with the organization’s strategy and objectives.
ANS: F
organization’s training needs
PTS: 1 REF: 106
10. Resource analysis is the identification of the resources available in an
organization that might be required to design a training and development program. As a
principle, it does not deal with implementing the actual program.
ANS: F
It also identifies implementation resources
PTS: 1 REF: 107
11. Organizational climate refers to the collective attitudes of its employees toward
work, supervision, and company goals, policies, and procedures.
ANS: T PTS: 1 REF: 108
12. An example of a strong training transfer climate could be praise provided by
peers when a new employee uses conflict resolution skills acquired in a training program.
ANS: T PTS: 1 REF: 108
13. There are six steps in a person analysis including identify the target jobs,
obtain job descriptions, develop rating scales, survey a sample of job incumbents, analyze and
interpret the information, and provide feedback on the results.
ANS: F
task analysis not person analysis
PTS: 1 REF: 110
14. Competencies are clusters of related knowledge, skills, and abilities that
differentiate effective performers from ineffective performers.
ANS: T PTS: 1 REF: 110
15. Questionnaires, structured interviews, and observation are techniques used in a
task analysis to survey a sample of job incumbents.
ANS: T PTS: 1 REF: 110
16. A task analysis is the ideal process to assess complex jobs requiring significant
mental activity.
ANS: F
Cognitive analysis
PTS: 1 REF: 113
17. Task analysis is a set of procedures that focuses on understanding the mental
processes and requirements for performing a job.
ANS: F PTS: 1 REF: 113
18. A person analysis examines how well an employee performs the critical tasks
and his/her knowledge, skills, and abilities.
ANS: T PTS: 1 REF: 114
19. Ineffective performance indicates that training is needed to close the gap
between current performance and desired performance.
ANS: F
Training is only one potential intervention. Rewards, feedback, goals, etc. are other potential
interventions.
PTS: 1 REF: 114|115
20. One of the obstacles facing trainers is the belief by many managers that
resources should be used for training activities — choosing action over analysis.
ANS: T PTS: 1 REF: 124
MULTIPLE CHOICE
1. According to the textbook, what did Technocell Canada do before training
could take place?
a.
compiled all the job specifications and descriptions for the company
b.
conducted an analysis of the skills and training needs of each employee
c.
linked performance to a new compensation strategy
d.
changed the company’s strategy to better match employees’ skills and abilities
ANS: B PTS: 1 REF: 100 BLM: Remember
2. Which of the following is NOT a typical step in the instructional systems
design model?
a.
needs analysis
b.
design and delivery
c.
data collection
d.
evaluation
ANS: C PTS: 1 REF: 101 BLM: Remember
3. Which statement best describes the needs analysis process?
a.
it is the least important step in the training and development process
b.
it is a critical step designed to identify gaps in individual and organizational performance
c.
it identifies cost inefficiencies, yet it is silent on potential solutions to individual and
organizational performance
d.
it collects data and information from management on skills and knowledge deficiencies in an
organization
ANS: B PTS: 1 REF: 101 BLM: Higher order
4. Which of the following statements would be an example of an “itch”?
a.
ABC Inc. notices an increase in customer complaints
b.
ABC Inc. notices an increase in productivity
c.
ABC Inc. is faced with increasing revenue and falling costs
d.
ABC Inc. notices a decrease in employee absenteeism
ANS: A PTS: 1 REF: 103 BLM: Higher order
5. In which example does pressure to change employee behaviour come from the
internal environment?
a.
legislation that affects labour standards is changing
b.
customer preferences for products and services are changing
c.
competition from rivals offering better products at lower prices is increasing
d.
management notices the number of product related mistakes begin to increase
ANS: D
A/B/C and external-product related mistakes is an internal issue.
PTS: 1 REF: 103 BLM: Higher order
6. According to the textbook, what impact must a concern have on an
organization to be classified as important?
a.
affects the culture and climate of the organization
b.
raises productivity and quality of output
c.
impacts outcomes that are important to the organization’s effectiveness
d.
raises engagement levels in both employees and management
ANS: C PTS: 1 REF: 103 BLM: Remember
7. Why must training plans, business strategy, and key stakeholder involvement
be linked together in a needs analysis?
a.
to achieve the greatest support and continuity from the organization and its stakeholders
b.
to maintain the strongest political linkages and allies necessary for organizational change
c.
to alleviate resistance to change from individuals who were not given an opportunity to
provide input
d.
to ensure that the organizational culture supports the key stakeholders and strategy
ANS: A PTS: 1 REF: 104 BLM: Higher order
8. During the needs analysis process information and data is collected from a
variety of stakeholders. How is the information from a needs analysis used by an
organization?
a.
to prepare job descriptions and specifications
b.
to develop optimal solutions to training problems
c.
to develop measures for training evaluation
d.
to write training policies, identify appropriate trainers, and design training events
ANS: C PTS: 1 REF: 105 BLM: Higher order
9. Your CEO has asked you to explain the potential negative consequences of
having training and development plans that are NOT congruent with your company’s strategy.
What negative consequence does the textbook identify on this issue?
a.
lowers the organization’s book value
b.
lowers the organization’s investments
c.
lowers the organization’s equity
d.
lowers the organization’s market value
ANS: D PTS: 1 REF: 106 BLM: Higher order
10. What are two factors from the external environment that might affect an
organization’s need for training and the employees’ receptivity to being trained?
a.
trade agreements and new technologies
b.
competitors and corporate strategy
c.
recessions and employment equity
d.
demographics and organizational culture
ANS: A PTS: 1 REF: 107 BLM: Remember
11. What critical question is the resource analysis process attempting to answer?
a.
Does the organization have the desire to spend its resources on training?
b.
Does the organization have employees willing to learn?
c.
Does the organization have sufficient money, time, and expertise?
d.
Does the organization have access to effective decision-makers?
ANS: C PTS: 1 REF: 107 BLM: Remember
12. What is the term for a culture in which members of an organization believe that
knowledge and skill acquisition are part of their job responsibilities and that learning is an
important part of work life in the organization?
a.
knowledge culture
b.
counter culture
c.
organizational culture
d.
learning culture
ANS: D PTS: 1 REF: 108 BLM: Remember
13. Which example characterizes a strong climate for transfer of training?
a.
It takes three months for a trainee to be given the opportunity to apply what was learned in
training.
b.
Financial and non-financial benefits are associated with applying material learned in training.
c.
Supervisor and peer support for the use of newly acquired skills is not evident.
d.
Newly trained employees face few consequences for not using material learned in training.
ANS: B PTS: 1 REF: 108 BLM: Higher order
14. What is the term for the process of obtaining information about a job by
determining the duties, tasks, and activities involved and the knowledge, skills, and abilities
required to perform the tasks?
a.
resource analysis
b.
organizational analysis
c.
task analysis
d.
needs analysis
ANS: C PTS: 1 REF: 110 BLM: Remember
15. What is one drawback of a task analysis process?
a.
It ignores mental processes required to complete a task.
b.
It focuses only on target jobs as opposed to all jobs within the organization.
c.
It develops bias from subjective rating scales and the use of estimates.
d.
It assumes tasks are performed by teams, not individuals.
ANS: A PTS: 1 REF: 113 BLM: Higher order
16. In a task analysis, what are competencies and how are they used?
a.
Competencies are very similar to skills and are used in a very specific manner rather than a
generalized one.
b.
Competencies are behaviours that are used to distinguish effective performers from ineffective
performers.
c.
Competencies are related to knowledge, skills, behaviours and personality traits and are used
to link training to organizational objectives.
d.
Competencies are essential to develop observable performance behaviours which are used to
replace all job descriptions.
ANS: B PTS: 1 REF: 110 BLM: Remember
17. According to the textbook, which of the following represents Level 4 in A
Competency Profile for Senior Leaders?
a.
communicates new directions so that everyone affected knows the new directions
b.
leads team through discussions and research to identify key new themes and goals that
everyone can accept and use
c.
key stakeholders are consulted and have input into direction-setting
d.
all stakeholders are engaged in a process to rewrite the new directions in terms that relate
specifically to their roles
ANS: D PTS: 1 REF: 111 BLM: Remember
18. According to the textbook, what is one critical issue associated with using
existing job descriptions in the task analysis process?
a.
Job descriptions may be dated and not reflective of current job requirements.
b.
It may be time consuming to retrieve job descriptions.
c.
Job descriptions are costly and may not be available.
d.
Job descriptions tend to be vague, not reflecting the skills, knowledge, and abilities needed to
perform a job.
ANS: A PTS: 1 REF: 110 BLM: Higher order
19. What deficiency in task analysis does the newer technique of cognitive task
analysis address?
a.
It compensates for the repetitiveness of observable tasks.
b.
It involves complex mental tasks that are not easy to observe.
c.
It expands a task analysis to incorporate differences in diversity.
d.
It allows participants to focus on anomalous rather than routine tasks.
ANS: B PTS: 1 REF: 113 BLM: Remember
20. What is the main difference between a traditional task analysis and a team task
analysis?
a.
A traditional task analysis depends on job descriptions whereas a team task analysis depends
on competencies.
b.
A team task analysis relies on an organization being a certain size in order to be relevant and
useful.
c.
A traditional task analysis is usually applicable to lower level jobs on the organizational chart
and not management.
d.
A team task analysis identifies the interdependencies of the job and the skills required for task
coordination.
ANS: D PTS: 1 REF: 113 BLM: Remember
21. Judy, a Human Resource professional, decides to undertake a person analysis
at Technocell Canada. What question is Judy seeking an answer to?
a.
How is training linked to Technocell’s strategy?
b.
Who at Technocell needs training?
c.
When are tasks performed and what resources are available at Technocell?
d.
What external forces are affecting Technocell?
ANS: B PTS: 1 REF: 114 BLM: Higher order
22. Which of the following is a structural barrier to effective performance?
a.
lack of performance measurements
b.
lack of reward systems
c.
lack of clarity around roles and responsibilities
d.
lack of tools and equipment
ANS: C PTS: 1 REF: 115 BLM: Remember
23. Which of the following is NOT an information barrier to effective
performance?
a.
informal leaders
b.
lack of performance metrics
c.
ineffective feedback
d.
vague objectives
ANS: C PTS: 1 REF: 115 BLM: Remember
24. What management concept is based on the principles of conditioning theory?
a.
disciplinary management
b.
knowledge management
c.
reward management
d.
contingency management
ANS: D PTS: 1 REF: 118 BLM: Remember
25. Under which scenario is training the LEAST likely intervention in dealing with
a performance problem?
a.
Mary performs a particular task frequently
b.
Providing Mary with coaching is too expensive and time consuming
c.
Mary has a mission critical role
d.
Mary does not receive feedback on her performance
ANS: D PTS: 1 REF: 119 BLM: Higher order
26. What is the best method of collecting data in a needs analysis process?
a.
any combination of methods that uses at least three of the nine methods
b.
typically, a combination of interviews, observations, and work samples
c.
the combination of methods that most likely results in senior management approval
d.
available resources, analyst expertise, and the nature of the responses should drive the choice
of method
ANS: D PTS: 1 REF: 120 BLM: Higher order
27. Ideally, what should a manager do if an employee has a genuine skill
deficiency and does not have the potential to learn a new task?
a.
fire the employee immediately
b.
give the task to another individual, even if it impacts productivity negatively
c.
notwithstanding the lack of potential to learn, double up the training effort
d.
if possible, simplify the task, lower expectations, or transfer the employee
ANS: D PTS: 1 REF: 118 BLM: Higher order
28. What is the most often used method of collecting data for a needs analysis?
a.
work samples
b.
observations
c.
surveys
d.
interviews
ANS: C PTS: 1 REF: 123 BLM: Remember
29. What is one obstacle that organizations cite as the reason to avoid conducting a
needs analysis?
a.
Trainees often claim that they are rewarded for taking the time to conduct a needs analysis.
b.
Organizations usually can see how the investment of time and resources will produce a viable
training solution.
c.
Organizations are most concerned with training employees quickly rather than waiting for
research to be conducted.
d.
Managers and employees do not have the creative techniques and critical methods of inquiry
needed to conduct a needs analysis.
ANS: C PTS: 1 REF: 124 BLM: Higher order
30. Which of the following is NOT a typical shortcut taken by trainers using a just-
in-time needs analysis?
a.
ask a series of questions
b.
speed up data analysis
c.
use existing information
d.
link assessment and delivery
ANS: B
Should be speed up data collection, not analysis
PTS: 1 REF: 125 BLM: Higher order
SHORT ANSWER
1. There are many alternatives to training when solving performance problems.
Identify and briefly describe three such alternatives.
ANS:
Three alternatives to training for solving performance problems are:
(1) feedback—give employees performance feedback so they can compare their performance
to their goal and regulate their own behaviour and performance;
(2) goal setting—help the employee set performance goals that are specific and challenging as
a way of increasing their motivation; and
(3) practice—if it is a skill the employee has not used in some time, instead of formal training
they might just require some practice to refresh their skills.
PTS: 1
2. Outline at least five conditions under which training might be the best solution
to performance problems.
ANS:
(1) when the task is performed frequently;
(2) when the task is difficult;
(3) when correct performance is critical;
(4) when the employee does not know how to perform as required;
(5) when performance expectations and goals have been made clear and employees receive
feedback on their performance;
(6) when there are (or will be) positive consequences for correct work behaviour, and there
will NOT be negative consequences for performing as required; and
(7) other solutions (like coaching) are ineffective or too expensive.
PTS: 1
3. Outline the differences between a cognitive task analysis and a team task
analysis.
ANS:
A cognitive task analysis focuses on mental processes and requirements for performing a job
while a team task analysis must identify the interdependencies of the job as well as the skills
required for task coordination. Cognitive task analysis is especially useful for jobs that are
complex, dynamic, and may have high-stake outcomes. The main objective of team task
analysis is to assess team-based competencies such as knowledge, skills, and attitude.
PTS: 1
4. Describe how Mager and Pipe’s decision tree is used in determining if training
is the best solution to performance problems.
ANS:
The decision tree is helpful in first clarifying what the performance discrepancy is, as well as
in asking the question of whether or not the discrepancy is important enough to invest
resources in correcting. It then asks the question of whether or not the problem is a result of a
skills deficiency. It the answer is “yes,” then there are a number of options to consider that
include formal training, practice, feedback, goal setting, changing the job, or even the person
in the job. If the answer is “no,” then there are several questions asked to help determine what
the barrier to effective performance is, and how to remove that barrier. For example, if non-
performance is being rewarded, then remove that reward, and arrange a positive consequence
for performing properly. The decision tree is useful to encourage an exploration of all the
possible barriers to effective performance, and not just jumping to the conclusion that training
is the best or only solution.
PTS: 1
5. Identify and briefly describe the three steps in the person analysis process.
ANS:
The three steps in a person analysis are:
(1) define the desired performance—establish the norms and standards of acceptable
performance;
(2) determine the gap between desired and actual performance—compare where the employee
is relative to the standard, and
(3) identify the obstacles to effective performance—determine what is the cause or source of
the gap.
PTS: 1
