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Chapter Three Needs Assessment
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Objectives Discuss the role of organization analysis, person analysis, and task analysis in needs assessment Identify different methods used in needs assessment and identify the advantages and disadvantages of each method Discuss the concerns of upper- and mid-level managers and trainers in needs assessment Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Objectives Explain how person characteristics, input, output, consequences, and feedback influence performance and learning Create conditions to ensure that employees are receptive to training Discuss the steps involved in conducting a task analysis Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Objectives Analyze task analysis data to determine the tasks in which people need to be trained Explain competency models and the process used to develop them Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Why Needs Assessment? Training may be incorrectly used as a solution to a performance problem Programs may have the wrong content, objectives, or methods Trainees may be sent to programs for which they do not have the basic skills, prerequisite skills, or confidence to learn Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Why Needs Assessment? Training will not deliver the expected learning, behavior change, or financial results Money will be spent on training programs that are unnecessary Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Pressure Points Pressure points may signal the need for training (but not always) legislation lack of basic skills poor performance new technology customer requests customer dissatisfaction new products and innovations higher performance standards Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Needs Assessment Outcomes
It is important to consider the outcomes of needs assessment what trainees need to learn who receives training type of training needed frequency of training buy versus build training decision other HRM solutions Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Who Should Participate?
It is important that all relevant stakeholders be involved Different stakeholders bring unique and needed perspectives to the process Company leaders Mid-level managers Trainers Employees Subject matter experts (SMEs) Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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How should data be collected?
Various methods may be used to collect information. No one method is necessarily superior to another. There are strengths and limitations of each, and each may be more relevant in some contexts than others. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Assessment Methods Observation
Advantages: relevant data, minimizes interruption of work Disadvantages: requires skill in observation, employee behavior may be affected by being observed Survey Advantages: inexpensive, can collect data from a large number of individuals, data easily summarized Disadvantages: potentially low response rates, may lack detail Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Assessment Methods Interview
Advantages: good at uncovering detail, can explore unexpected issues Disadvantages: time consuming, socially desirable responses, difficult to analyze Focus Groups and Crowdsourcing Advantages: useful for complex or controversial issues, can explore unexpected issues Disadvantages: time consuming, potentially socially desirable responses, difficult to analyze Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Assessment Methods Existing Documentation
Advantages: good source of information, objective Disadvantages: may be difficult to understand, potentially obsolete Online Technology Advantages: objective, minimizes work interruption, limited human involvement Disadvantages: low response rates, may threaten employees Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Assessment Methods Historical Data Review
Advantages: provides data related to performance and practices Disadvantages: data may be inaccurate, incomplete, or not fully reflective of performance Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Three Levels of Analysis
Person Task Organization Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Organization Analysis
There are three factors to examine to determine if training is the appropriate solution The company’s strategic direction Social support to ensure that individuals are motivated to attend training, learn, and transfer Training resources, time, and expertise Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Person Analysis Helps to identify who needs training
Also known as gap analysis, which involves determining what is responsible for the differences between current and expected performance Involves obtaining a variety of information on person characteristics, inputs, outputs, consequences, and feedback Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Basic Skills Basic skills are those necessary for employees to perform successfully on the job and learn training content A literacy audit can be used to indicate employees’ basic skill levels Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Cognitive Ability Cognitive ability relates to intellectual capacity and general intelligence Includes verbal comprehension, quantitative ability, and reasoning ability Assessing cognitive ability is important because it is one of the strongest determinants of training success Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Readability Training material should be evaluated to ensure that its reading level does not exceed that required by the job and trainees’ abilities If trainees’ reading ability is low: use other training methods reassign trainees to different positions provide remedial training Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Self-Efficacy Self-efficacy relates to trainees’ beliefs that they can master training content and perform on the job If trainees lack confidence, motivation will suffer Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Enhancing Self-Efficacy
Let trainees know the goal is to improve performance and not reveal incompetence Providing information about training prior to the program Describe the success of peers Emphasize that learning is under trainees’ control Emphasize that trainees have the ability to overcome obstacles Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Needs, Career Interests, & Goals
Awareness of training needs, career interests, and goals enhances motivation to learn The link between training and areas where employees need to improve should be emphasized Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Age There is biological evidence that certain mental capacities decrease from age twenty to age seventy However, with age comes experience Trainees may need to adapt training design and delivery accordingly Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Generational Differences
Millennials are optimistic, embrace technology, and appreciate diversity Gen Xers need feedback and flexibility and dislike close supervision Baby Boomers are competitive, hardworking, and concerned with fairness Traditionalists are patriotic, loyal, and have a great deal of knowledge Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Inputs Inputs relate to resources employees need to help them learn
Situational constraints include lack of tools, equipment, materials, supplies, budgetary support, and time to perform Social support refers to manager and peer willingness to provide feedback and reinforcement Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Enhancing Support Provide materials before training begins
Speak positively about the company’s training initiatives Reinforce employees using new skills Provide feedback to encourage employee support Provide opportunities to practice and transfer Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Outputs Outputs refer to a job’s performance outcomes
Therefore, it is important to assess employee perceptions of performance expectations Trainees need to understand the level of expected proficiency Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Consequences Consequences refer to the type of rewards that employees receive for performing well If employees do not believe rewards adequate, motivation will suffer Motivation to learn can be enhanced by communicating the job, personal, and career benefits of learning Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Feedback Feedback refers to the information that employees receive
Employees need specific and detailed feedback Feedback also needs to be frequent to influence performance Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Is training the best solution?
Is the performance problem important and potentially costly? Do employees know how to perform effectively? Can employees demonstrate the correct knowledge or behavior? Were performance expectations clear? Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Is training the best solution?
Were positive consequences offered for good performance? Did employees receive appropriate feedback? Were other solutions too expensive or unrealistic? Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Task Analysis Results in a description of the tasks to be performed and the knowledge, skills and abilities required to perform A job is a specific work position involving the completion of a defined set of related tasks A task is a specific work activity that is a component of a job
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Key Point A task analysis should be undertaken only after the organization has determined that it will devote time and energy toward training.
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KSAOs To complete a task, employees must possess the necessary KSAOs
Knowledge includes facts, figures, and procedures Skill is the competency to perform a task Ability refers to physical and mental capacities Other requirements include conditions under which tasks are performed
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Task Analysis Steps There are four primary steps in a task analysis
Select the jobs to be analyzed Develop a preliminary list of tasks to be analyzed Validate the list of tasks with SMEs After the most important tasks have been identified, identify the most important KSAOs
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Competency Models Identify the competencies necessary for a given job
Refer to sets of KSAOs that enable employees to perform their jobs Provide descriptions of competencies that are common for an entire occupation, organization, or job Competencies may vary with business strategy
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Why Competency Models? They identify behaviors needed for effective performance They provide a tool for determining what skills are necessary to meet current and future needs They help to determine what skills are needed at different career points Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Why Competency Models? They provide a framework for ongoing coaching and feedback They create a “road map” for developing employees for managerial positions They provide a common set of criteria to identify training activities for employees Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Developing a Competency Model
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Scope of Needs Assessment
Often managers and trainers may avoid conducting a needs assessment They may provide a variety of excuses Without conducting a proper needs assessment, training will not be well targeted Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Scope of Needs Assessment
A needs assessment in practice would not collect all information presented in the text, but should be tailored to situation at hand Due to time constraints, sometimes a rapid needs assessment would be appropriate A rapid needs assessment refers to a needs assessment that is done quickly and accurately without sacrificing the quality Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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