1. Human Resource Development

2. 3 Levels of HRD Training Education Development KSAOs for current job
Preparation for next job
months -> year
Development
Prepare for wide variety of jobs
very long term

3. Differences in Needs Assessment
Type of HRD
Differences in Needs Assessment
Differences in Instructional Design
Different Metrics for Evaluation

4. Training Performance Indicators Training What does it produce?
Increased sales
Increased profitability
Decreased mistakes
Increased quality
Decreased defects
Fewer customer complaints
Training
What are specific performance indicators you can look for in your learner population to measure their improved task performance after their learning?

5. When should we provide training?
New equipment, software
New tasks (job changed)
New regulations
Performance deficiency (gap)
When should we conduct a needs assessment?
Performance deficiency (gap)

6. Required Performance Actual Performance Performance Gap- =
Job study
Task analysis
Talk to manager
Outputs
Job description
Time studies
Performance records
Sales
Errors
Accidents
Survey
Interview
Observation
An objective measurement demands
an objective standard
How can this
formula help you
in dealing with
training requests?

7. Types of Job Performance Records - 1
Outputs
output/hour
items sold
units produced
inventory turnover
shipments
tasks completed
work backlog
money collected
forms processed
cases handled
productivity
Costs
sales expense
unit costs
costs/account
cost savings
budget variances
program costs
employee turnover
grievances
safety violations

8. Types of Job Performance Records - 2
Time
overtime
processing time
lost days
repair time
completion time
training time
work stoppages
order response
late completions
equipment downtime
supervisory time
schedules met
break-in for new people
absenteeism
excessive breaks
time saved
Quality
error rates
re-work
inventory adjustments
rejects
scrap
product defects
shortages
accidents
objectives not met
waste
deviation from standard
product failures
customer complaints
employee complaints
job satisfaction

9. Identify Cause(s) of the Problem
Most employees would do it if they knew it.
Poor job performance always has a cause. In the overwhelming majority of situations, when you discover a gap between required performance and actual performance, it will be one or more of these seven factors of job performance:

10. Causes of Performance Problems
Knowledge & skill
Capacity
Standards
Measurement
Feedback
Conditions
Incentives & motivation

11. Solutions for Performance Problems
Knowledge & skill
provide classroom, self-paced instruction
provide practice, job aids, coaching
Capacity
change personnel
Standards
develop/publicize
Measurement
develop/revise
Feedback
provide, improve use
Conditions
reorganize, upgrade, redesign, reduce interference
Incentives
provide/strengthen positive consequences
remove/weaken
negative consequences for good performance
positive consequences for poor performance

12. When is Training the Solution?
Knowledge & skill
provide classroom, self-paced instruction
provide practice, job aids, coaching
Capacity
change personnel
Standards
develop/publicize
Measurement
develop/revise
Feedback
provide, improve use
Conditions
reorganize, upgrade, redesign, reduce interference
Incentives
provide/strengthen positive consequences
remove/weaken
negative consequences for good performance
positive consequences for poor performance

13. Is training the best solution?
If employees lack the knowledge and skill to perform and the other factors are satisfactory, training is needed.
If employees have the knowledge and skill to perform but input, output, consequences, or feedback are inadequate, training may not be the best solution.

14. Wrong Reasons for Training
MAFIA
HEIDI
SILI
SYC
BOC
RATS

15. Wrong Reasons for Training
MAFIA
Management asked for it again
HEIDI
Hey everybody else is doing it
SILI
Spend it or lose it
SYC
Show you care
Save your can
BOC
Butts on chairs, rumps in the room
RATS
Random acts of training

16. When you go to ER, what do you want the doctor to do?
Ask questions
Run tests
Analyze data
Diagnosis
Prescribe treatment
You have to know the disease to get the right cure.

17. Needs Assessment
Organization
Task
Person

18. The Needs Assessment Process
Outcomes
Reasons or “Pressure Points
What Trainees Need to Learn
Who Receives Training
Type of Training
Frequency of Training
Buy Versus Build Training Decision
Training Versus Other HR Options Such as Selection or Job Redesign
What is the Context?
Legislation
Lack of Basic Skills
Poor Performance
New Technology
Customer Requests
New Products
Higher Performance Standards
New Jobs
Organization Analysis
In What Do They Need Training?
Task Analysis
Person Analysis
Who Needs the Training?

19. Needs Assessment Techniques
Interviews SMEs
Focus
Groups
Documentation
Observation
Questionnaires
The following suggestions specify the types of changes in jobs that are most likely to lead to improvements in each of the five core dimensions.
(1) Combine tasks - managers should put existing fractionalized tasks back together to form a new, larger module of work. This increases skill variety and task identify.
(2) Create natural work units - managers should design tasks that form an identifiable and meaningful whole. This increases employee “ownership” of the work and encourages employees to view their work as meaningful and important rather than as irrelevant and boring.
(3) Establish client relationships - the client is the user of the product or service that the employee works on. Whenever possible, managers should establish direct relationships between workers and their clients. This increases skill variety, autonomy, and feedback for the employee.
(4) Expand jobs vertically - vertical expansion means giving employees responsibilities and controls that were formerly reserved for management. It partially closes the gap between the “doing” and “controlling” aspects of the job, and it increases employee autonomy.
(5) Open feedback channels - by increasing feedback, employees not only learn how well they are performing their jobs but also whether their performances are improving, deteriorating, or remaining at a constant level. Ideally, employees should receive performance feedback directly as they do their jobs rather than from management on an occasional basis. 9

20. Advantages and Disadvantages of Needs Assessment Techniques (1 of 3)
Requires time
Possible low return rates, inappropriate responses
Lacks detail
Only provides information directly related to questions asked
Inexpensive
Can collect data from a large number of persons
Data easily summarized
Questionnaires
Needs skilled observer
Employees’ behavior may be affected by being observed
Generates data relevant to work environment
Minimizes interruption of work
Observation
Disadvantages
Advantages
Technique

21. Advantages and Disadvantages of Needs Assessment Techniques (2 of 3)
Time consuming to organize
Group members provide information they think you want to hear
Status or position differences may limit participation
Useful with complex or controversial issues that one person may be unable or unwilling to explore
Questions can be modified to explore unanticipated issues
Focus Groups
Time consuming
Difficult to analyze
Needs skilled interviewer
Can be threatening to SMEs
Difficult to schedule
SMEs only provide information they think you want to hear
Good at uncovering details of training needs
Good at uncovering causes and solutions of problems
Can explore unanticipated issues that come up
Questions can be modified
Interviews
Disadvantages
Advantages
Technique

22. Advantages and Disadvantages of Needs Assessment Techniques (3 of 3)
You may not be able to understand technical language
Materials may be obsolete
Good source of information on procedure
Objective
Good source of task information for new jobs and jobs in the process of being created
Documentation
(Technical Manuals and Records)
Disadvantages
Advantages
Technique

23. Use multiple sources of information to increase the validity of the analysis
Use more than two methods for collecting information to increase the validity of the analysis

24. Key Concerns of Upper- & Midlevel Managers & Trainers in Needs Assessment
What tasks should be trained?
What knowledge, skills, ability, or other characteristics are necessary?
For what jobs can training make the biggest difference in product quality or customer service?
Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace?
Task Analysis
How will I identify which employees need training?
Who should be trained?
Managers?
Professionals?
Core employees?
What functions or business units need training?
Person Analysis
Do I have the budget to buy training services?
Will managers support training?
Do I want to spend money on training?
How much?
Is training important to achieve our business objectives?
How does training support our business strategy?
Organizational
Analysis
Trainers
Midlevel Managers
Upper-Level Managers

25. The Needs Analysis Process
Person Analysis
Person Characteristics
Input
Output
Consequences
Feedback
Organizational Analysis
Strategic Direction
Support of Managers & Peers for Training
Training Resources
Do We Want To Devote Time and Money For Training?
Task Analysis or Develop a Competency Model
Work Activity (Task)
KSAs
Working Conditions

26. Organizational Needs Assessment
Company’s Strategic Direction
Support of Managers & Peers
Resources
budget
time
training
Organization

27. Questions to Ask in an Organizational Analysis Table 3.3, p. 81
How might the training content affect our employees’ relationship with our customers?
What might suppliers, customers, or partners need to know about the training program?
How does this program align with the strategic needs of the business?
Should organizational resources be devoted to this program?
What do we need from managers and peers for this training to succeed?
What features of the work environment might interfere with training?
Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program?
Will employees perceive the training program as an opportunity? reward? punishment? waste of time?

28. Person Needs Assessment
Determine source of performance deficiency
Identify who needs training
Determine readiness
2. Person Analysis
involves
>determining whether performance deficiencies result from a lack of knowledge, skill or ability (a training issue)
or from a motivational or work-design problem
>identifying who needs training
>determining employees readiness for training
Person

29. When is Training the Best Solution?
Cost of Deficiency
Performance
Knowledge/Behavior
Expectations, Obstacles
Rewards
Feedback
Alternatives
Strategy
training should be considered if:
Cost
the performance deficiency has the potential to cost the company a lot of money
Performance
employees do not know how to perform correctly
Knowledge/Behavior
employees cannot demonstrate the correct knowledge or behavior
Expectations
performance expectations are clear, there are not obstacles to performance, and non-performers are not rewarded in any way
Alternatives
other options are too expensive or unrealistic
Strategy
training will best suit the long-term interests of the org

30. Task Needs Assessment Job Analysis Job Description Job Specifications
TDRs
Job Specifications
KSAOs
includes identifying the important tasks & knowledge, skills, and behaviors that need to be emphasized in training.
good starting point is a job analysis and the resulting job description and specifications
Task

31. Steps in a Task Analysis
Select the job(s) to be analyzed.
Develop a preliminary list of tasks performed by the job.
Validate or confirm the preliminary list of tasks.
Identify the knowledge, skills, or abilities necessary to successfully perform each task.

32. Key Points to Remember When Conducing a Task Analysis Table 3.7, p. 95
Task analysis should identify both what employees are actually doing and what they should be doing on the job
Task analysis begins by breaking the job into duties and tasks
Use more than two methods for collecting task information to increase the validity of the analysis
For task analysis to be useful, information needs to be collected from subject matter experts (SMEs): job incumbents, managers, employees familiar with the job
In deciding how to evaluate tasks, the focus should be on tasks necessary to accomplish the company’s goals and objectives
These may not be the tasks that are the most difficult or take the most time

33. “Speedy needs assessment” & “How to do a needs assessment when you think you don’t have time”
Articles from Training & Development & Training with practical suggestions regarding needs assessment

34. “Speedy needs assessment” 8 Basic Questions
1: What are the OPERATING problems?
2: Are the operating problems caused or contributed to by HUMAN BEHAVIOR?
3: Could the employees perform correctly if they had to
Have they done so lately?
Ask a series of questions in an analytical format:
~1: What are the OPERATING problems?
NEVER ASK “WHAT IS THE TRAINING NEED?”
~2: Are the operating problems caused or contributed to by
HUMAN BEHAVIOR?
Present behavior vs. desired performance
~3: Could the employees perform correctly if they had to
Have they done so lately?
“yes” indicates that training is not the solution

35. 8 Basic Questions con’d
4: Is the desired performance now BEING DEMANDED by employees’ manager?
5: What evidence shows that present PERFORMANCE is a PROBLEM?
6: What OTHER ISSUES might be contributing to this operating problem?
~4: Is the desired performance now BEING DEMANDED
by employees’ manager?
If yes, how? If no, what assurance do you have that
the new behavior will be reinforced on the job after training
has been completed?
~5: What evidence shows that present performance
is a problem?
Observable signs the problem has been solved? End results
like sales are not acceptable. Observation must involved
the use of skills.
~6: What other issues might be contributing to this
operating problem?
Lack of necessary resources (equipment), problems with
inputs from others -- LOOK FOR THINGS OUT OF THE EE’S
CONTROL

36. 8 Basic Questions con’d 7: Based on this analysis, IS TRAINING NEEDED?
8: If training is needed, WILL MANAGERS COMMIT THEMSELVES TO ACTIVE INVOLVEMENT in the training process
~7: Based on this analysis, IS TRAINING NEEDED?
If yes, what skills should be learned?
~8: If training is needed, WILL MANAGERS COMMIT
THEMSELVES TO ACTIVE INVOLVEMENT in the t
raining process
before, during & after