How to Assess HRD Needs

Chapter 4

CH-4 © 2012 South-Western, a part of Cengage Learning 1

 Learning Objectives
• Reasons for conducting a needs assessment
• Purpose of conducting a strategic/organizational analysis
• Know the five steps that can be used to conduct a task
analysis
• Conduct a task analysis for a job of your choosing
• Importance of identifying individual performance
deficiencies and developmental needs
• Pros and cons of using multiple sources to collect data
for person analysis
• Importance of prioritizing training and HRD needs

CH-4 © 2012 South-Western, a part of Cengage Learning 2

 How Would You Rate the
Following? – 1
• “Look at all the big companies that are using this
program. It’s got to be right for us.”
• We’re going to get Professor X to do our
program. Everybody’s talking about how great
she is.”
• “We asked managers to list the topics they
wanted in the program. About a third responded,
and we’ve included everything they suggested.”

CH-4 © 2012 South-Western, a part of Cengage Learning 3

 How Would You Rate the
Following? – 2
• “Purchasing just asked for management
training in two weeks. Here’s a firm that
will do it.”
• “A consulting firm tells us they’ve been
successfully running this program for
years.”
• “A consulting firm tells us that, if we spend
a lot of time and money, they will tailor
their program to our environment.”
CH-4 © 2012 South-Western, a part of Cengage Learning 4
 Goal of HRD

• To improve an organization’s effectiveness

by:
– Solving current problems (like an increase in
customer complaints)
– Preventing anticipated problems (such as a
shortage of skilled technicians)
– Including as participants those individuals and
units that can benefit most

CH-4 © 2012 South-Western, a part of Cengage Learning 5

Training and HRD Process Model
• HRD interventions should be designed
and conducted using a four-phase
approach:
– needs assessment
– design
– implementation
– evaluation

CH-4 © 2012 South-Western, a part of Cengage Learning 6

 Instructional Systems Design
Model
Fig. 4-1
Assessment Design Implementation Evaluation

Assess needs

Prioritize Define Select

needs objectives evaluation
criteria

Develop
lesson plan Determine
evaluation
design
Develop/acquire
materials
Conduct
Deliver the
evaluation
Select HRD program
trainer/leader of program
or intervention
or intervention

Select methods
and techniques Interpret
results

Schedule the
program/intervention

CH-4 © 2012 South-Western, a part of Cengage Learning 7

 Needs Assessment
• Needs assessment (or needs analysis)
– a process by which an organization’s HRD
needs are identified and articulated
• It is the starting point of the HRD and
training process

CH-4 © 2012 South-Western, a part of Cengage Learning 8

 A Needs Assessment Can
Identify:
• Organization’s goals and its effectiveness
in reaching these goals
• Discrepancies between employees’ skills
and the skills required
• Discrepancies between current skills and
the skills needed in the future
• The conditions under which the HRD
activity will occur
CH-4 © 2012 South-Western, a part of Cengage Learning 9
 Why Needs Assessment Are
Sometimes Not Conducted
• A needs assessment can be a difficult,
time-consuming process
• Action is valued over research
• Available information already specifies
what an organization’s needs are
• There is a lack of support for needs
assessment

CH-4 © 2012 South-Western, a part of Cengage Learning 10

 What Is a “Training Need?”
• A deficiency between what is expected
and what occurs
• Efforts focused on correcting substandard
performance
• Not every need can/should be addressed
by HRD

CH-4 © 2012 South-Western, a part of Cengage Learning 11

 Types of Needs
• Diagnostic needs
– focus on effective performance and
preventing problems
• Analytic needs
– focus on better ways to perform
• Compliance needs
– those set by law

CH-4 © 2012 South-Western, a part of Cengage Learning 12

 Proactive versus Reactive
• HRD needs to be proactive and forward
thinking
– A strategic partner with management, working
towards the future
• Being reactive leads to being focused on
past and present
– Not being a strategic partner, thereby
vulnerable to layoff…

CH-4 © 2012 South-Western, a part of Cengage Learning 13

 Needs Assessment Traps to Avoid - 1

Potential Trap Why This Should Be

Avoided
•Focus only on individual •This can lead to fixing
performance deficiencies problems that don’t impact
group or organizational
performance.

SOURCE: From R. Kaufman (1997). Needs assessment basics. In R. Kaufman, S. Thiagarajan, & P. MacGillis (Eds),
The guidebook for performance improvement (pp. 107–129). San Francisco: Pfeiffer/Jossey-Bass.

CH-4 © 2012 South-Western, a part of Cengage Learning 14

 Needs Assessment Traps to Avoid - 2

Potential Trap Why This Should Be

Avoided
• Start with a training needs •There is no need for a
assessment needs assessment if you
already know that
training is the answer!

SOURCE: From R. Kaufman (1997). Needs assessment basics. In R. Kaufman, S. Thiagarajan, & P. MacGillis (Eds),
The guidebook for performance improvement (pp. 107–129). San Francisco: Pfeiffer/Jossey-Bass.

CH-4 © 2012 South-Western, a part of Cengage Learning 15

 Needs Assessment Traps to Avoid - 3

Potential Trap Why This Should Be

Avoided
•Just send out •Trainee input can be good,
questionnaires asking yet such open-ended
people what they need. questioning can encourage
suggestions that are not tied
to organizational results.

SOURCE: From R. Kaufman (1997). Needs assessment basics. In R. Kaufman, S. Thiagarajan, & P. MacGillis (Eds),
The guidebook for performance improvement (pp. 107–129). San Francisco: Pfeiffer/Jossey-Bass.

CH-4 © 2012 South-Western, a part of Cengage Learning 16

 Needs Assessment Traps to Avoid - 4

Potential Trap Why This Should Be

Avoided
• Use soft data only •Opinions need to be
linked to performance
and consequences.

SOURCE: From R. Kaufman (1997). Needs assessment basics. In R. Kaufman, S. Thiagarajan, & P. MacGillis (Eds),
The guidebook for performance improvement (pp. 107–129). San Francisco: Pfeiffer/Jossey-Bass.

CH-4 © 2012 South-Western, a part of Cengage Learning 17

 Needs Assessment Traps to Avoid - 5

Potential Trap Why This Should Be

Avoided
• Use hard data only •Performance data is often
collected on what is easy to
measure, missing other
critical information in the
process.

SOURCE: From R. Kaufman (1997). Needs assessment basics. In R. Kaufman, S. Thiagarajan, & P. MacGillis (Eds),
The guidebook for performance improvement (pp. 107–129). San Francisco: Pfeiffer/Jossey-Bass.

CH-4 © 2012 South-Western, a part of Cengage Learning 18

 Levels of Needs Analysis

• Strategic/Organizational analysis
– Where in organization training is needed
– Under what conditions will it occur
• Task Analysis
– What must be done to perform successfully
– What must be done to correctly complete a task
• Person Analysis
– Who needs to be trained
– What kind of training do they need

CH-4 © 2012 South-Western, a part of Cengage Learning 19

 Strategic/Organizational
Analysis
• Organizational goals
• Organizational resources
• Organizational climate
• Environmental constraints

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 Organizational Goals
• Areas are meeting goals
– Probably don’t need training
• Areas not meeting goals
– Is training the answer?

CH-4 © 2012 South-Western, a part of Cengage Learning 21

 Organizational Resources and
Core Competencies
• Funding
– is it available?
• Facilities
– are they available for HRD?
• Materials
– are they on hand?
• Expertise in-house
– is it available without impairing production?

CH-4 © 2012 South-Western, a part of Cengage Learning 22

 Organizational Culture and Climate

• Is it supportive to HRD?
• Is there inter- and intra-area cooperation and
trust?
• Is there management support?
• Is there supervisory support?
• Is there profit center support?

CH-4 © 2012 South-Western, a part of Cengage Learning 23

 Environmental Constraints
• Include
– Legal issues
– Social issues
– Political issues
– Economic issues

CH-4 © 2012 South-Western, a part of Cengage Learning 24

 Advantages of Conducting
Strategic/Organizational Analysis
• Ensures HRD efforts are tied to organizational
strategy and mission
• Communicates linkage between operations and
HRD
• Generates support for HRD efforts and activities

CH-4 © 2012 South-Western, a part of Cengage Learning 25

 Methods of Strategic/Organizational
Analysis
• Data Sources for determining HRD and Training
Needs
– Human resource inventories
– Skill inventories
– Organizational climate measures
– Efficiency indexes
• Resource and time limitations make it difficult to
do such a high-level analysis

CH-4 © 2012 South-Western, a part of Cengage Learning 26

 Questions to Ask to Obtain
Strategic Information – 1
1. Is the organization’s industry evolving or stable? What do
the growth trends of competitors look like? Who are the
main foreign and domestic competitors, and what is the
organization’s main advantage over these competitors?
2. Why has the organization been successful in the past?
3. What new technology does the organization plan to use?
If new technology is being planned, when will it become
available?
4. Are innovations anticipated that could change the
competitive playing field?
SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with
permission of John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 27

 Questions to Ask to Obtain
Strategic Information – 2
5. What new management philosophies or
procedures will be instituted by the
organization? When?
6. Are there any regulatory issues, current,
pending, or anticipated, that could influence
strategic considerations?
7. What functional strategies will be employed by
the various divisions

SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with permission of
John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 28

 Questions to Ask to Obtain
Strategic Information – 3
1. What are the current strengths and
weaknesses of the workforce?
2. What changes, if any, must occur in the
job(s), organizational culture, and skill
levels of the workforce?
3. Is the organization’s overall strategy likely
to result in layoffs and turnover? How
much is anticipated?
SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with
permission of John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 29

 Questions to Ask to Obtain
Strategic Information – 4
4. If applicable, how will union contracts be
affected? What is the strategic role of the union?
5. What HRM policies should be reviewed in light
of the organization’s current strategic effort?
6. What are the training and HRD implications of
the overarching strategy? How could
raining/HRD help the organization reach any or
all of its strategic goals?
SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with permission of
John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 30

 Questions to Ask to Obtain
Strategic Information – 5
7. What kind of specific training and HRD
interventions are needed? Does the organization
have in-house capability to implement the
necessary programs? Are there outside experts
who can assist? Who are they?
8. How has training and HRD been regarded: By
the workforce in the past? By management?
How credible are the programs, trainers, and
other HRD professionals?
9. What delivery mechanisms are the most cost-
effective and practical for each program?
SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with permission of
John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 31

 Questions to Ask to Obtain
Strategic Information – 6
10. What kind of HRD evaluation process is currently
being used? Does it provide information on return on
investment (ROI)? If not, would such a process
contribute to the strategic management of
the organization?

SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with
permission of John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 32

 Questions to Ask to Obtain
Strategic Information – 7
11. Is there a formal procedure to ascertain if
current training/HRD is appropriate in light of
new strategies, or, alternatively, to identify
training needs that will be dictated by new
strategies?
12. Do HRM functions other than training and HRD
need to be reviewed? Should they be modified?

SOURCE: Carnevale, A. P., Gainer, L. J., & Villet, J. (1991). Training in America (pp. 203–205). San Francisco:Jossey-Bass. Reprinted with
permission of John Wiley & Sons, Inc.

CH-4 © 2012 South-Western, a part of Cengage Learning 33

 Data Sources for Organizational/Strategic Analysis – 1

Data Source Recommended HRD/Training Need

Implications

[Link] Goals and Where HRD or training

Objectives emphasis can and should be
placed. These provide
normative standards of both
direction and expected
impact, which can highlight
deviations from objectives
and performance problems.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Data Sources for Organizational/Strategic Analysis – 2

Data Source Recommended HRD/Training Need

Implications

2. Human Resource (Manpower) Where HRD/training is

Inventory needed to fill gaps caused
by retirement, turnover, age,
etc. This provides an
important demographic
database regarding possible
scope of training needs.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 3

Data Source Recommended HRD/Training Need

Implications
3. Skills Inventory Number of employees in
each skill group, knowledge
and skill levels, training time
per job, etc. This provides
an estimate of the
magnitude of the specific
needs for HRD/training.
Useful in cost-benefit
analysis of HRD projects.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 4

Data Source Recommended HRD/Training Need

Implications

4. Organizational Climate These “quality of working

Indexes Labor-Management life” indicators at the
data organization level may help
focus on problems that have
HRD/training components

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 5

Data Source Recommended HRD/Training Need

Implications

Attitude surveys Good for locating

discrepancies between
organizational expectations
and perceived results.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 6

Data Source Recommended HRD/Training Need

Implications

Customer complaints Valuable feedback; look

especially for patterns and
repeat complaints.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 7

Data Source Recommended HRD/Training Need

Implications

5. Analysis of Efficiency Indexes: Cost accounting concepts

Costs of labor, Costs of may represent ratio between
materials, Quality of product, actual performance and
Equipment utilization, Costs of desired or standard
distribution, Waste, Downtime, performance
Late deliveries, Repairs

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 8

Data Source HRD/Training Need

Recommended Implications

6. Changes in System or New or changed equipment

Subsystem may present HRD or training
problem
7. Management Requests or One of most common
techniques of HRD/ training
Management Interrogation needs determination.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 41

Data Sources for Organizational/Strategic Analysis – 9

Data Source Recommended HRD/Training Need

Implications

8. Exit Interviews Often information not

otherwise available can be
obtained in these.
Problem areas and
supervisory training needs
especially.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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Data Sources for Organizational/Strategic Analysis – 10

Data Source Recommended HRD/Training Need

Implications
9. MBO or Work Planning and Provides performance review,
Review Systems potential review, and long-term
business objectives. Provides
actual performance data on a
recurring basis so that baseline
measurements may be known
and subsequent improvement or
deterioration of performance
can be identified and analyzed.
SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 43

 Questions to Ask -1
• Are unspecified goals translatable into
training objectives or criteria?
• Have various levels of participating units
been involved in developing program?
• Are key people ready to accept the
behavior of trainees and to serve as role
models?

CH-4 © 2012 South-Western, a part of Cengage Learning 44

 Questions to Ask -2
• Will trainees be rewarded for efforts?
• Is training being used instead of more
appropriate measures such as bonuses,
placards, new equipment, etc?
• Is top management willing to commit
resources?

CH-4 © 2012 South-Western, a part of Cengage Learning 45

 Task Analysis

• Task analysis (sometimes called

operations analysis)
– a systematic collection of data about a
specific job or group of jobs to determine what
an employee should be taught to achieve
optimal performance

CH-4 © 2012 South-Western, a part of Cengage Learning 46

 KSAOs
• Knowledge
• Skills
• Abilities
• Other Characteristics
– Includes motivation and attitudes

CH-4 © 2012 South-Western, a part of Cengage Learning 47

 Steps in Task Analysis
1. Develop an overall job description
2. Identify the task
a. Describe what should be done in the task
b. Describe what is actually done in the task
3. Describe KSAOs needed to perform the job
4. Identify areas that can benefit from training
5. Prioritize areas that can benefit from training

CH-4 © 2012 South-Western, a part of Cengage Learning 48

 Step 1: Job Description
• A job description is a narrative statement
of the major activities involved in
performing the job and the conditions
under which these activities are performed

CH-4 © 2012 South-Western, a part of Cengage Learning 49

 Job Analysis
• A systematic study of a job to identify its
major components
– Jobs
– Tasks
– Working conditions
– KSAOs

CH-4 © 2012 South-Western, a part of Cengage Learning 50

 Step 2: Task Identification
• Focuses on the behaviors performed
within the job

CH-4 © 2012 South-Western, a part of Cengage Learning 51

 Sources for Task Needs Analysis – 1

Technique for HRD/Training Need Implications

Obtaining Job Data
Job Descriptions Outlines the job in terms of typical
duties and responsibilities but is not meant
to be all-inclusive. Helps define performance
discrepancies.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 52

 Sources for Task Needs Analysis – 2

Technique for HRD/Training Need Implications

Obtaining Job Data
2. Job Specifications or List specified tasks required for each job.
Task Analysis More specific than job descriptions.
Specifications may extend to judgments of
knowledge, skills, and other attributes
required of job incumbents.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Sources for Task Needs Analysis – 3

Table 4-5

Technique for HRD/Training Need Implications

Obtaining Job Data
3. Performance Objectives of the tasks of job and
Standards standards by which they are judged. This
May include baseline data as well.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 54

 Sources for Task Needs Analysis – 4

Technique for HRD/Training Need Implications

Obtaining Job Data
4. Perform the Job Most effective way of determining specific
tasks but has serious limitations the higher
the level of the job in that performance
requirements typically have longer gaps
between performance and resulting
outcomes.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 55

 Sources for Task Needs Analysis – 5

Technique for HRD/Training Need Implications

Obtaining Job Data
5. Observe Job-Work Effective way of determining specific tasks
Sampling but has serious limitations in that only
samples are analyzed

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 56

 Sources for Task Needs Analysis - 6

Technique for HRD/Training Need Implications

Obtaining Job Data
6. Review Literature Possibly useful in comparison
Concerning the Job analyses of job structures but far
Research in other removed from either unique aspects of the
Industries, Professional job structure within any specific organization
Journals, Documents, or specific performance requirements.
Government sources,
Ph.D. and master’s
theses
SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Sources for Task Needs Analysis – 7

Technique for HRD/Training Need Implications

Obtaining Job Data
7. Ask Questions About Direct responses but limited to respondents
the Job expertise, experience and range of
•Of the job holder knowledge
•Of the supervisor
•Of higher management

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Sources for Task Needs Analysis – 8

Technique for HRD/Training Need Implications

Obtaining Job Data
8. Training Committees Inputs from several viewpoints can often
Or Conferences reveal training needs or HRD/training
desires.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

CH-4 © 2012 South-Western, a part of Cengage Learning 59

 Sources for Task Needs Analysis – 9

Technique for HRD/Training Need Implications

Obtaining Job Data
9. Analysis of Operating Indications of task interference,
Problems: environmental factors, etc.
•Downtime reports
•Waste
•Repairs
•Late deliveries
•Quality control

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Sources for Task Needs Analysis – 10

Technique for HRD/Training Need Implications

Obtaining Job Data
10. Card Sort “How to” statements sorted by
training importance

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center

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 Task Identification

• Task identification focuses on the

behaviors performed within the job
– the major tasks within the job
– how each task should be performed (i.e.,
performance standards)
– the variability of performance (how the tasks
are actually performed in day-to-day
operations)

CH-4 © 2012 South-Western, a part of Cengage Learning 62

 Methods for Task Identification

1. Stimulus-response-feedback
2. Time sampling
3. Critical incident technique
4. Job inventories
5. Job-duty-task method

CH-4 © 2012 South-Western, a part of Cengage Learning 63

 Stimulus-Response-Feedback Method

• Method breaks down each task into three parts

– Stimulus or cue
• when to start task
– Response or behavior
• what to do
– Feedback
• How well task was done

CH-4 © 2012 South-Western, a part of Cengage Learning 64

 Time Sampling
• Trained observed watches and notes
nature and frequency of activities

CH-4 © 2012 South-Western, a part of Cengage Learning 65

 Critical Incident Technique (CIT)
• Record incidences of particularly effective
and particularly ineffective performance
over a set period
• Helps identify why behavior was effective
or ineffective

CH-4 © 2012 South-Western, a part of Cengage Learning 66

 Job Inventory Questionnaire
• Identify all tasks in a job
• Supervisors and incumbents evaluate
– Each task in terms of importance
– Time spent performing it
• Develops data that can be analyzed with
statistics
• Involves many people, so minimizes
individual opinions
CH-4 © 2012 South-Western, a part of Cengage Learning 67
 Job-Duty-Task Method
• Job divided into sub-parts identifying
– Job title
– Each duty performed
• Includes tasks and subtasks
– KSAOs needed to perform each sub-task

CH-4 © 2012 South-Western, a part of Cengage Learning 68

 Step 3: Identify What It Takes to
Do the Job - 1

Knowledge An understanding of a body of

information, usually of a factual
or procedural nature, that makes
or successful performance of a
task.
Skill An individual’s level of
proficiency or competency in
performing a specific task. Level
of competency is usually
expressed in numerical terms.
SOURCE: From Human Resource Selection, 6th edition by Gatewood/Field/Barrick. Copyright 2008. Reprinted with
permission of South-Western, a division of Thomson Learning: Permissionrequests@[Link]. Fax 800-730-2215.

CH-4 © 2012 South-Western, a part of Cengage Learning 69

 Step 3: Identify What It Takes to
Do the Job - 2

Ability A more general, enduring trait or capability

an individual possesses when he or she
First begins to perform a task, e.g., the
power to perform a physical or mental
function.
Other Characteristics Includes personality, interests, and
attitudes.

SOURCE: From Human Resource Selection, 6th edition by Gatewood/Field/Barrick. Copyright 2008. Reprinted with
permission of South-Western, a division of Thomson Learning: Permissionrequests@[Link]. Fax 800-730-2215.

CH-4 © 2012 South-Western, a part of Cengage Learning 70

 Step 4: Identify Areas that
HRD/Training Can Help the Most
• Focus is on determining which tasks and
capabilities should be included in HRD
programs
• Ratings of tasks as well as KSAOs should
be examined
• Also must look at importance of task

CH-4 © 2012 South-Western, a part of Cengage Learning 71

 Step 5: Prioritize Training Needs

• Needs to be realistic
• Try to avoid “pet projects” or latest fads
• Get management and supervisors to
agree with priorities
– Achieve “buy-in”

CH-4 © 2012 South-Western, a part of Cengage Learning 72

 Points About Task Analysis – 1

• Input from managers, supervisors, and

employees can ensure support for needs
analysis and pave the way for support for
training
• Multiple methods not only provide unique
information but also enable the analyst
to confirm findings and identify and resolve
discrepancies
CH-4 © 2012 South-Western, a part of Cengage Learning 73
 Points About Task Analysis – 2

• Ratings of tasks allow for quantitative

analysis of which tasks may benefit from
training and which should be addressed
• Viewing needs from a broad perspective,
rather than focusing only on performance
deficiencies, results in a better
understanding of training needs and can
build support for training programs

CH-4 © 2012 South-Western, a part of Cengage Learning 74

 Person Analysis

• Directed at determining the training needs

of the individual employee
• Focus is typically on how well each
employee is performing key job or task

CH-4 © 2012 South-Western, a part of Cengage Learning 75

 Components of Person Analysis

• Summary Person Analysis

– involves determining the overall success of
individual employee performance
• Diagnostic Person Analysis
– tries to discover the reasons for an
employee’s performance

CH-4 © 2012 South-Western, a part of Cengage Learning 76

 Data Sources for Person
Needs Assessment – 1
Technique or Data Obtained HRD/Training Need Implications

1. Performance Data or Appraisals •Include weaknesses and areas of

as Indicators of Problems or improvement as well as strong
Weaknesses: Productivity, points.
•Easy to analyze and quantify for
Absenteeism or Tardiness,
purposes of determining subjects
Accidents, Short-term Sickness, and kinds of training needed.
Grievances, Waste, Late •These data can be used to
Deliveries, Product Quality, identify performance
Downtime, Repairs, Equipment discrepancies.
Utilization, Customer Complaints

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 77

 Data Sources for Person
Needs Assessment – 2
Technique or Data Obtained HRD/Training Need Implications

2. Observation Work •More subjective

Sampling technique but provides
both employee behavior
and results of the
behavior.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 78

 Data Sources for Person
Needs Assessment – 3

Technique or Data Obtained HRD/Training Need Implications

3. Interviews •Individual is only one who knows

what he(she) believes he (she)
needs to learn.
•Involvement in need analysis can
also motivate employees to make
an effort to learn.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 79

 Data Sources for Person
Needs Assessment – 4

Technique or Data Obtained HRD/Training Need Implications

4. Questionnaires •Same approach as the interview.

•Easily tailored to specific
characteristics of the organization.
•May produce bias through the
necessity of prestructured
categories.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 80

 Data Sources for Person
Needs Assessment – 5

Technique or Data Obtained HRD/Training Need Implications

5. Tests •Can be tailor-made or

•Job knowledge standardized
•Skills •Care must be taken so that they
•Achievement measure job-related qualities

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 81

 Data Sources for Person
Needs Assessment – 6
Technique or Data Obtained HRD/Training Need Implications

6. Attitude Surveys •Useful in determining morale,

motivation, or satisfaction of each
employee

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 82

 Data Sources for Person
Needs Assessment – 7
Technique or Data Obtained HRD/Training Need Implications

7. Checklists or Training Progress •Up-to-date listing of each

Charts employee’s skills.
•Indicates future training
requirements for each job.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 83

 Data Sources for Person
Needs Assessment – 8
Technique or Data Obtained HRD/Training Need Implications

8. Rating Scales •Care must be taken to ensure

relevant, reliable, and objective
employee ratings

•Observed actions that are critical

9. Critical Incidents
to the successful or unsuccessful
performance of the job.

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 84

 Data Sources for Person
Needs Assessment – 9
Technique or Data Obtained HRD/Training Need Implications
10. Diaries •Individual employee records
details of his (her) job.

11. Devised Situations •Certain knowledge, skills, and

•Role play attitudes are demonstrated in
these techniques
•Case study
•Conference leadership
•Training sessions
•Business games
•In-baskets
SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 85

 Data Sources for Person
Needs Assessment – 10
Technique or Data Obtained HRD/Training Need Implications

12. Diagnostic Rating •Checklists are factor analyzed to

yield diagnostic ratings

13. Assessment Centers •Combination of several of the

above techniques into an intensive
Assessment program

SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 86

 Data Sources for Person
Needs Assessment – 11
Technique or Data Obtained HRD/Training Need Implications

14. Coaching • Similar to interview one-to-one

15. MBO or Work Planning and • Provides actual performance

Review Systems data on a recurring basis related to
organizational (and individually or
group-negotiated standards) so
that baseline measurements may
be known and subsequent
improvement or deterioration of
performance may be identified and
analyzed
SOURCE: Academy of Management Review by M. L. Moore, P. Dutton. Copyright 2005 by ACAD OF MGMT.
Reproduced with permission of ACAD OF MGMT in the format Textbook via Copyright Clearance Center.

CH-4 © 2012 South-Western, a part of Cengage Learning 87

 Performance Appraisal

• Perform or have access to a complete,

accurate performance appraisal
• Identify discrepancies between the
employee’s behavior and/or traits and
those required for effective performance
• Identify the source of the discrepancies
• Select the intervention appropriate to
resolve the discrepancies
CH-4 © 2012 South-Western, a part of Cengage Learning 88
 Person Analysis
Process Components – 1

• Summary Person Analysis

– A global analysis; it is an overall evaluation of
an individual employee’s performance
– a classification of an individual as a
successful versus unsuccessful performer

CH-4 © 2012 South-Western, a part of Cengage Learning 89

 Person Analysis
Process Components - 2
• Diagnostic Person Analysis
– Determine why results of individual employee’s
behavior occur; determine how individual’s
knowledge, skills, abilities, and other characteristics
(KSAOs), effort, and environmental factors combine
to yield the summary person analysis
• Together, the summary and diagnostic person
analyses combine to determine who is
performing successfully/unsuccessfully and why
the individual is performing successfully or
unsuccessfully. This is the Person Analysis

CH-4 © 2012 South-Western, a part of Cengage Learning 90

 Model of Performance Appraisal in
Person Analysis Process
Fig. 4-2

Appraise individual Determine source of

Identify discrepancies Select intervention
employee’s performance discrepancies

Compare individual’s Integrate information from

behavior and traits to organization, job, and
others ’ behaviors and traits person analyses
or to an ideal

Internal factors External factors

Knowledge, skill, or ability Inadequate equipment,

Motivational deficiency
deficiency adverse conditions

SOURCE: From Herbert, G. R., & Doverspike, D. (1990). Performance appraisal in the training needs analysis
process: A review and critique. Public Personnel Management, 19(3), 255255. Reprinted by permission.

CH-4 © 2012 South-Western, a part of Cengage Learning 91

 360-Degree Performance Appraisal

• Using multiple sources to gather performance

information
• Can be internal and external to organization
• Main Advantage
• Using peer, subordinate, and consumer input
provides different perspective of individual and
performance

CH-4 © 2012 South-Western, a part of Cengage Learning 92

 Prioritizing HRD Needs

• Limited resources available for HRD effort

• What are potential gains on return on
investment (ROI) for various options?

CH-4 © 2012 South-Western, a part of Cengage Learning 93

 Participation in Prioritization

• Involving others gets support for HRD

– Area representatives
– Supervisors
– Employees
– HR personnel

CH-4 © 2012 South-Western, a part of Cengage Learning 94

 The HRD Advisory Committee

• Members are a cross-section of the

organization
• Meets regularly
• Reviews needs assessment and
evaluation data
• Offers advise on type and content of HRD
offerings

CH-4 © 2012 South-Western, a part of Cengage Learning 95

 The HRD Process Model Debate

• The ISD Process is being criticized

– Too slow and clumsy to meet today’s training
needs
– Emphasis sometimes is on following all ISD
steps, rather than solving the problem
– Used as directed, it produces poor
(incomplete) results
– Relies on specific, laid out work, whereas
increasing amount of work is not laid out in
advance but must be figured out by worker
CH-4 © 2012 South-Western, a part of Cengage Learning 96
 Questions to Ask - 1

• What are the operation problems? (Not the

training needs)
• Does human behavior contribute to the
operating problem?
• Is the manager requiring the desired
performance from the employees?
• What evidence shows the operating
problem?
CH-4 © 2012 South-Western, a part of Cengage Learning 97
 Questions to Ask - 2

• What other issues are contributing to

operation problem?
• If training is needed, what skills should be
addressed?
• Will manager commit to active involvement
before, during and after training effort?

CH-4 © 2012 South-Western, a part of Cengage Learning 98

 How Technology Changes Needs
Assessment
Two Glaring Problems Noted
– The failure to identify a real problem or need
for e-learning
– A failure to fully analyze the problem or need,
even when it was identified
• Technology can speed up data gathering
and analysis,
• e-learning requires needs analysis too

CH-4 © 2012 South-Western, a part of Cengage Learning 99