Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 4

Analysis Phase Input Process Output Resources Operational Analysis Expected Performance (EP) Person Analysis Actual (AP) Organizational Objectives Environment Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Non Training Needs TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP)

The TNA Identifies Performance Gaps A Performance gap exists when: Expected Performance > Actual Performance Performance results from ???? KSA x Motivation x Environment

Summary: TNA Process After the Trigger Organization gap? Org. Analysis Units in org. with gap Operational Analysis Persons in unit with gap Person Analysis Cause of gaps KSA = Training solution Other = Non-training solution

Correcting a Performance Gap (1 of 2) Performance Gap Identified Cost/Benefit of fixing is positive Are performance consequences incongruent with desired performance? Is feedback a problem? Are there barriers to performance? NO NO NO YES YES YES See next Slide These need to be addressed before training will result in improved performance

Correcting a Performance Gap (2 of 2) If PG is not caused by motivation or environmental factors Look at KSAs If employees have gaps in needed KSAs, Possible solutions are: Job aids Practice opportunities with coaching Redesign the job Training Transfer Termination

What Do You Ask and Of Whom What to Ask About Who to Ask Mission Goals and Objectives Social Influences Reward Systems Top mgmt, Dept. mgmt, supervisors and incumbents Relevant supervisors and incumbents, perhaps relevant department managers Job Design Job Performance Relevant supervisors and incumbents Relevant department managers supervisors and incumbents Methods and Practices Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

Purpose of Operational Analysis Identify unit level PGs related to Organizational PG Identify any work impediments Determine expected job performance standards Determine KSAs required to meet standards Develop measures of individual performance and KSAs

Sources For Operational Analysis Training Need Implications Practical Concerns 1. Job Descriptions Outlines the job’s typical duties and responsibilities Often inaccurate 2. Job specifications Specific tasks required for the job and may include judgments of required KSAs. Check for accuracy 3. Performance Standards Provides objectives & standards related to the tasks required. Very useful if available 4. Incumbents and supervisors Provides accurate data about current job and performance expectations. Must be done correctly to be of value

Form for Job-Duty-Task Method Job (Title & Classification code if available):   Duty 1: Task 1:    Subtasks KSAs Needed Task 2: And so on until all tasks for the duty have been identified Duty 2: And so on until all duties have been analyzed for tasks and KSAs

Example of task analysis Job Title: Trainer (Delivery Specialist) Duty 1: Provide face-to-face training to groups of 10 or more. Task 1:   Deliver material in a manner that facilitates learning. Subtasks: Provide accurate information. Apply approved training methods effectively. And so on…. KSAs Needed Knowledge of topic area and how it is used on the job. Knowledge of all instructional methods and when to use them And so on Task 2: Engage and Motivate trainees Demonstrate value of training. Knowledge of the adult learning process. Effective interpersonal communication skills: And so on until all tasks, subtasks and KSAs for the duty are identified Repeat the process for Duty-1 until all duties have been analyzed for their required tasks and KSAs.

Comparing Outcomes of Worker- and Task-Oriented Approaches Job Task-Oriented Worker-Oriented Garage attendant Checks tire Pressure Obtains information from visual display Machinist Checks thickness of crankshaft Uses a measuring device Dentist Drills out decay from teeth Uses precision instruments Forklift Driver Loads pallets of washers on to trucks High level of eye-hand coordination

Purpose of Person Analysis Identify individual job performance gaps Determine cause of performance gaps by: Comparing individual KSAs to those required to meet job performance standards. If KSAs are lacking training MAY be a solution If KSAs exist, training is NOT a solution Also need to examine motivation and environment factors, even for those lacking KSAs.

Data Sources for Person Analysis Part 1 of 4

Data Sources: Person Analysis (2 of 4)

Data Sources - Person Analysis (3 of 4)

Data Sources - Person Analysis (4 of 4)

Measuring KSAs There are two significant issues you need to attend to in your measurement of KSAs Reliability Validity Copyright © 2010 Pearson Education, Inc. publishing as Prentice Hall

Writing good K &A questions (Skills can not usually be measured with questions) Ask one thing, not multiple things Give clear alternatives for M.C. questions Clarify how to respond for Open ended Make sure question provides value Make sure you know what the right answer is

Good/Bad question? Who do you go to when you have a conflict at work? Superior/Supervisor Subordinate Colleague or friend Customers/Stakeholders Other Doesn’t measure KSAs. a, c & d have multiple answers

Good/Bad question? How good are you at resolving conflict? Very Good OK Not Good at all Doesn’t measure ability, only self perception of ability (almost always higher than reality) Response alternatives are not anchored… what does good mean? What is the difference between good and OK? Not enough gradations in ability

Good/Bad Question? 3. Which of the following acts, makes it illegal to treat employees and job applicants differently based on (Please check all that apply): Law/Act Group/Class Title VII ADEA ADA Equal Pay Act Age Appearance Color Gender Marital Status Mental Disability National Origin Physical Disability Race Religion

A good question, but scoring can be a problem. Each law/act has 10 correct answers. Thus, a person’s score for each law/act will be the number correct out of 10. Law/Act Group/Class Title VII ADEA ADA Equal Pay Act Age Appearance Color Gender Marital Status Mental Disability National Origin Physical Disability Race Religion

Good/Bad Open Ended question? List the specific KSAs you have developed for recruitment and selection. (For example: interviewing, reading completed applications, etc.) Many problems with this type of question People may (and usually do) think they know more than they do. People may not remember all that they know People may use terms for what they know that the test scorer doesn’t understand

Good/Bad Instructions? Please choose only one answer, based on past experience. These instructions say that you should answer the question based on experience rather than what the correct answer is. Thus, you are measuring what they say they have done, rather than what they know to be correct.

Good Rules to Follow in Writing Questions to Assess KSAs Make sure you measure knowledge, skill or attitude, not what people think they know or can do. Few skills can be measures with written questions. Make sure you have the correct answer for your questions. Make sure you know how to score the answers you will get. Make sure your instructions are appropriate. Proof your questions and answer alternatives carefully!!!

Comparing Reliability and Validity Not reliable or valid Reliable but not valid Reliable and valid See the Appendix from Needs Analysis Chapter

Criterion Deficiency, Relevance, and Contamination Ultimate Criterion Criterion deficiency Validity Criterion relevance Appendix Chapter 4 The bottom circle is the Actual criterion. This is what you are actually measuring. The white area in the top circle represents all the aspects of what you want to measure, but are not measuring. This is called Criterion Deficiency. The larger this white area the less valid is your measurement instrument. Criterion contamination Actual Criterion