Effective Training: Systems, Strategies and Practices, 4 th Edition Chapter Four P. Nick Blanchard and James W. Thacker 4-1Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-2 Analysis Phase Input Process Output TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP) Identify Performance Discrepancy (PD) PD = EP < AP And Causes of PD Non Training Needs Training Needs Resources Operational Analysis Expected Performance (EP) Person Analysis Actual Performance (AP) Organizational Analysis Objectives Environment Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-3 Model of Process When Performance Discrepancy Is Identified – Part 1 of 2 YES Is it worth fixing? Performance Discrepancy YES KSA Deficiency Reward/ Punishment Incongruence Inadequate Feedback Obstacles in the System Choose Appropriate Remedy YES Change Contingencies YES Provide Proper Feedback YES Remove Obstacles YES Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-4 Model of Process When Performance Discrepancy Is Identified – Part 2 of 2 Job AidTrainingPracticeChange the Job Transfer or Terminate Performance discrepancy is worth fixing AND is due to a KSA deficiency Choose Appropriate Remedy Change Contingencies Provide Proper Feedback Remove Obstacles Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-5 Recommended Data Sources for Locating Gaps in Performance Part 1 of 4 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Sources of Data Implications for Training Needs Examples 1. Organizational Goals This source suggests where training emphasis should be placed. Maintain a quality standard of no more than one reject per thousand. Objectives and budget This source provides information on both standards and direction. Achieve a goal to become ISO certified and allow $90,000 for this effort. 2. Labor Inventory This source helps HRD identify where training is needed because of retirement turnover, age, etc. 30% of our truck drivers will retire over the next 4 years. 3. Organizational Climate Indicators These “quality of working life” indicators at the organization level provides indicators of organizational performance gaps. a. Labor-management data, strikes, lockouts, etc. Indicators relate to work participation or productivity and are useful in discrepancy analysis and in helping management set a value on the behaviors it wishes to improve through training.

4-6 Recommended Data Sources for Locating Gaps in Performance Part 2 of 4 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Sources of Data Implications for Training Needs Examples b. Grievances 70% of the grievances are related to the behaviors of 6 supervisors. c. Turnover d. Absenteeism High absenteeism for clerical staff e. Suggestions f. Productivity g. Accidents Accident rate for line workers increasing h. Short-term sickness Line workers’ attitude toward teamwork is poor. i. Attitude surveys Surveys are good for locating discrepancies between organizational expectations and perceived results.

4-7 Recommended Data Sources for Locating Gaps in Performance Part 3 of 4 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Sources of Data Implications for Training Needs Examples 4. Analysis of Efficiency Indexes a. Cost of labor Labor costs have increased by 8% in the last year. b. Quality of product Number of rejects has increased by 30% since the new batch of workers began. c. Waste Wasted steel has increased by 14% since the company began using part-time workers.

4-8 Recommended Data Sources for Locating Gaps in Performance Part 4 of 4 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Sources of Data Implications for Training Needs Examples 5. Change in System or Subsystem New or changed equipment may require training. The line has shut down about once per day since the new machinery was installed. 6. Management Requests or Management Interrogation One of the most common techniques of identification of performance discrepancies. Production manager indicates a drop in quality since the layoffs. 7. MBO or Work Planning and Review systems Provides actual baseline performance data on a continuous basis. From these measures, the company is able to determine improvement or deterioration.

4-9 What Do You Ask and Of Who Part 1 of 3 What to Ask About Who to Ask Mission Goals and Objectives What are the goals and objectives of the organization How much money has been allocated to any new initiatives Is there general understanding of these objectives Top management Relevant department managers, supervisors and incumbents Social Influences What is the general feeling in the organization regarding meeting goals and objectives What is the social pressure in your department regarding these goals and objectives and regarding productivity Top management Relevant department managers, supervisors and incumbents Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-10 What Do You Ask and Of Who Part 2 of 3 What to Ask About Who to Ask Job Design How are the jobs organized? Where does their work/material/ information come from, where does it go when done? Does the design of the job inhibit workers from being high performers? Relevant supervisors and incumbents, perhaps relevant department managers Reward Systems What are the rewards and how are they distributed? Are there incentives, are they tied to the goals and objectives? What specifically do high performers get as rewards? Top management Relevant department managers, supervisors and incumbents Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-11 What Do You Ask and Of Who Part 3 of 3 What to Ask About Who to Ask Job Performance How do employees know what level of performance is acceptable? How do they find out if their level of performance is acceptable? Is there a formal feedback process? Are there opportunities for help if required? Methods and Practices What are the policies/ procedures/rules in the organization. Which if any inhibit performance Relevant department managers supervisors and incumbents Relevant supervisors and incumbents Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-12 Data Sources For Operational Analysis – Part 1 of 2 1. Job Descriptions This source outlines the job’s typical duties and responsibilities but is not meant to be all inclusive. Need to determine how developed. Often written up quickly by supervisor or incumbent with little understanding of what is required.. Sources for Obtaining Job Data Training Need ImplicationsPractical Concerns 2. Job Specifications These are specified tasks required for each job. More specific than job descriptions and may include judgments of required KSAs. May be product of the job description and suffer from the same problems Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-13 Data Sources For Operational Analysis – Part 2 of 2 4. Ask Questions About the job a. Of the job holder b. Of the supervisor. Asking both job holder and relevant supervisors provide accurate data. Muse be done correctly to be of value Sources for Obtaining Job DataTraining Need ImplicationsPractical Concerns 3. Performance Standards This source provides objectives related to the tasks required and their standards in terms of performance. Very useful if available, and accurate, but often organizations do not have formal performance standards Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-14 Worker Oriented Approach: Information Input-Part 1 of 2 Note on Rating “Importance to This Job”: Rate each of the items in the questionnaire using the "Importance to This Job (1)" scale. Each item is to be rated on how important the activity described is to the completion of the job. Consider such factors as amount of time spent, the possible influence on overall job performance if the worker does not properly perform this activity, etc. Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5 Extreme 1.____Far visual differentiation (seeing differences in the details of the objects, events or features beyond arm's reach for example, operating a vehicle, landscaping, sports officiating, etc.) Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-15 Worker Oriented Approach: Information Input – Part 2 of 2 3.____Color perception (differentiating or identifying objects, materials, or details thereof on the basis of color). 4.____Sound pattern recognition (recognizing different patterns, or sequences of sounds for example, those involved in Morse code, heartbeats, engines not functioning correctly, etc.) 5.____ Sound differentiation (recognizing differences or changes in sounds in their loudness, pitch, and/or tone quality Code Importance to This Job (1) N Does not apply 1 Very minor 2 Low 3 Average 4 High 5. Extreme 2.____Depth perception (judging the distance from the observer to objects, or the distances between objects as they are positioned in space, as in operating a crane, operating a dentist's drill, handling and positioning objects, etc.). Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-16 Form for Recording Task Analysis Results Using the Job-Duty-Task Method of Job Analysis Job Title: Specific Duty: TasksSubtasksKnowledge and Skills Required Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-17 Example of Task Analysis Results form-Part 1 of 2 2. List subtasks1. Observe behaviorList all remaining acts Classify behavior 2. Select verbState correctly Have grammatical skill 3. Record behaviorRecord so it is neat and understood by others 1.List Tasks1. Observe behavior List four characteristics of behavior Classify behavior 2. Select verb Have knowledge of action verbs Have grammatical skills 3. Record behavior State so understood by others Record neatly Knowledge and Skills Tasks Subtasks Required _________________________________________________________________ Job Title: ___________________Specific duty: _____________ HRD Professional Task Analysis Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-18 Example of Task Analysis Results Form -Part 2 of 2 Job Title: _ HRD Professional ______ Specific duty: __Task Analysis______ 3. List Knowledge1. State what must beClassify all information known 2. Determine complexityDetermine whether skills represent a series of skill of acts that must be learned in a sequence Knowledge and Skills TasksSubtasks Required Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-19 A Comparison of the Outcomes for Worker- and Task-Oriented Approaches to Job Analysis Task-Oriented Worker-Oriented Job Approach Approach Garage attendantChecks tire Pressure Obtains information from visual displays MachinistChecks thickness of Use of a measuring crankshaft device DentistDrills out decay from Use of precision teethinstruments Forklift DriverLoads pallets of High level of eye-hand washers onto truckscoordination Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-20 Data Sources for Person Analysis Part 1 of 5 1. Supervisor Performance Appraisals 2. Performance Data a. Productivity b. Absenteeism and tardiness c. Accidents d. Grievances e. Waste f. Product quality g. Downtime h. Customer complaints Useful if done specifically for TNA. Supervisor ratings often not just for TNA, and often not done well. Useful, easy to analyze and quantify for the purpose of determining actual performance. Data Sources for Obtaining Data Training Need ImplicationRemarks Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-21 Data Sources for Person Analysis Part 2 of 5 3. Observation – Work Sampling More subjective technique but This is done effectively provides both employeein some situations, such behavior and results of as customer service, the behavior. where employees know that the telephone calls employees answer from customers can be monitored 4. Interviews/ Questionnaires Only individual knows whatNeed to be sure employee he believes he (she) needsbelieves it is in her best to learn. interest to be honest; otherwise, she may not be forthcoming as you would like Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Data Sources for Obtaining Data Training Need ImplicationRemarks

4-22 Data Sources for Person Analysis Part 3 of 5 5. Proficiency Tests a. Job knowledge b. Skills c. 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 Data Sources for Obtaining Data Training Need Implication Remarks 6. Attitude Surveys Useful to determine morale, motivation, and satisfaction Important to use well developed scales Of employees Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-23 Data Sources for Person Analysis Part 4 of 5 8. Assessment Centers Combination of several of the above techniques into an intensive assessment program Although expensive to develop and operate, these are very good, as they use multiple raters and excises to assess employees. Also criteria for performance are well developed Data Sources for Obtaining Data Training Need Implication Remarks 7. Devised Situations a. Role-play b. Case study c. Business games d. In basket Certain knowledge, skills, and of attitudes are demonstrated in these techniques. Useful, but again, care in development of scoring criteria is important Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

4-24 Data Sources for Person Analysis Part 5 of 5 Data Sources for Obtaining Data Training Need Implication Remarks 10. MBO or Work Planning Provides actual performance data on a recurring basis related to individuals’ goals Good process when implemented properly 9. CoachingSimilar to interview – one-to-one. Must choose coaches carefully and train them if you want them to be effective Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall