1. Effective Training: Strategies, Systems and Practices, 3rd Edition
Chapter Four
Needs Analysis
P. Nick Blanchard and James W. Thacker

2. Analysis Phase Input Process Output Resources Operational/Task
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)
Chapter 4

3. Needs Assessment Organizational Analysis Task/Operational Analysis
Person Analysis
Chapter 4

4. Organizational Analysis
Organizational goals and strategy
Organizational resources (financial, facilities, resources)
Organizational culture/climate
Environmental constraints
Chapter 4

5. Task/Operational Analysis
Overall job description
Task identification
What it takes to do the job/KSAs
Areas that can benefit from training
Prioritizing training needs
Chapter 4

6. Person Analysis Performance deficiency
Is performance substandard?
Are current employees capable of training?
Can performance be improved through training?
Issue of whether to train, replace, motivate
Target population – values, education, prior knowledge, motivation
Chapter 4

7. Provide Proper Feedback
Model of Process When Performance Discrepancy Is Identified – Part 1 of 2
Performance Discrepancy
YES
YES
Is it worth fixing?
KSA
Deficiency
Reward/ Punishment Incongruence
Inadequate
Feedback
Obstacles in
the System
Choose Appropriate Remedy
YES
Change
Contingencies
Provide Proper Feedback
Remove
Obstacles
Chapter 4

8. Performance discrepancy is worth fixing AND is due to a KSA deficiency
Model of Process When Performance Discrepancy Is Identified – Part 2 of 2
Performance discrepancy is worth fixing AND is due to a KSA deficiency
Choose
Appropriate
Remedy
Change
Contingencies
Provide
Proper
Feedback
Remove
Obstacles
Job Aid
Training
Practice
Change the Job
Transfer or Terminate
Chapter 4

9. Data Sources for Organizational Analysis – Part 1 of 3
Data Source Recommended
Training Need Implications
Example
Organizational Goals,  
Objectives and Budget
Where training emphasis can and should be placed.
To maintain a quality standard of no more than 1 reject per thousand  
Goal is to become ISO certified and 90,000 dollars has been allocated to  this effort 
Labor Inventory
Where training is needed to fill gaps caused by retirement, turnover, age, etc.
Thirty percent of our truck drivers will retire over the next four years
Chapter 4

10. Data Sources for Organizational Analysis – Part 2 of 3
Data Source Recommended
Training Need Implications
Example
Organizational Climate Indices
These may help focus on problems that have training components
Grievances
Items related to productivity are useful in determining performance deficiencies
Seventy percent of grievances are related to behaviors of 6 supervisors
Absenteeism
High absences in clerical staff
Accidents
Accident rate for line workers increasing
Chapter 4

11. Data Sources for Organizational Analysis – Part 3 of 3
Data Source Recommended
Training Need Implications
Example
Analysis of Efficiency Indices
Cost of labor
Can help document difference between actual performance and desired performance
Labor costs have increased percent in the last year
Changes in System or Subsystem
New or changed equipment may present training problem
The line has been shut down about once per day since the new machinery was installed.
Waste has doubled since using the new cutting tool
Chapter 4

12. 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 productivity
Top management
Relevant department managers, supervisors and incumbents
Chapter 4

13. What Do You Ask and Of Who – Part 2 of 3
What to Ask About Who to Ask
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
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
Chapter 4

14. 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?
Relevant supervisors and incumbents
Methods and Practices
What are the policies/ procedures/rules in the organization.
Which if any inhibit performance
Relevant department managers supervisors and incumbents
Chapter 4

15. Data Sources For Task/Operational Analysis – Part 1 of 3
Sources for Obtaining Job Data
Training Need Implications
Practical Concerns
1. Job Descriptions
Outlines the job’s typical duties and responsibilities but is them not meant to be all inclusive
Often inaccurate due to time constraints or job knowledge.
 2. Job Specifications
List specified tasks required for each job.
May be product of the job description and suffer from the same problems
  3. Performance Standards
Objectives of the tasks of job, and standards by which they are judged.
Very useful if available, and accurate, but often organizations do not have formal performance standards
Chapter 4

16. Data Sources For Operational Analysis – Part 2 of 3
Sources for Obtaining Job Data
Training Need Implications
Practical Concerns
4. Perform the Job
Most effective way of determining specific tasks, but has serious limitations in higher level jobs
Easy, short cycle type jobs are a possibility.
5. Observe Job—Work Sampling
Most effective way of determining specific tasks, but has serious limitations in higher level jobs
Useful again for very short cycle jobs. Be aware of the impact of being observed can influence behavior
Chapter 4

17. Data Sources For Operational Analysis – Part 3 of 3
Sources for Obtaining Job Data
Training Need Implications
Practical Concerns
6. Questions directed to the job holder and the supervisor.
Most often used method the job holder and his supervisor have different perspectives and information
7. Review Literature concerning job in professional journals practitioner journals other industries
Useful for determining specific issues related to the job and what is being done by others and what the results are
Need to be sure information is relevant to your organization
Chapter 4

18. Example of Worker Oriented Approach: Information Input
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.)
Chapter 4

19. Worker Oriented Approach: Information Input – Part 2 of 2
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.).
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.)
Chapter 4

20. Applying the Job-Duty-Task Method of Job Analysis to the Job of HRD Professional
 Job Title: ___________________ Specific duty: _______________
HRD Professional
Task Analysis
 Tasks Subtasks Knowledge and
Skills Required
_________________ ______________________ __________________________
1. List Tasks 1. 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
2. List subtasks 1. Observe behavior List all remaining acts
Classify behavior
2. Select verb State correctly
Have grammatical skill
  3. Record behavior Record so it is neat and understood by others
Chapter 4

21. A Comparison of the Outcomes for Worker- and Task-Oriented Approaches to Job Analysis
Job Task-Oriented Worker-Oriented Approach Approach
______________________________________________________________
Garage attendant Checks tire Pressure Obtains information from visual displays
Machinist Checks thickness of Use of a measuring crankshaft device
Dentist Drills out decay from Use of precision teeth instruments
Forklift Driver Loads pallets of High level of eye-hand washers onto trucks coordination
Chapter 4

22. Data Sources for Person Analysis – Part 1 of 5
Data Sources for Obtaining Data
Training Need Implication
Remarks
Performance Data or Appraisals
Easy to analyze and quantify for purposes of determining subjects and kind of training needed.
Supervisor ratings are often done poorly as there is no real incentive to do them well, and a lot of good reasons not to
Observation – Work Sampling
More subjective technique.
Done effectively in some situations like customer service where you can monitor behavior
Interviews
Only individual knows what he believes he (she) needs to learn.
Be sure employee believes it is in his best interest to be honest
Chapter 4

23. Data Sources for Person Analysis – Part 2 of 5
Data Sources for Obtaining Data
Training Need Implication
Remarks
Questionnaires
Same approach as the interview.
Same concerns as the interview
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
Attitude Surveys
On an individual basis, useful in determining morale, motivation, or satisfaction of each employee.
Important to use well developed scales
Chapter 4

24. Data Sources for Person Analysis – Part 3 of 5
Data Sources for Obtaining Data
Training Need Implication
Remarks
Checklists or
Training Progress charts
Up-to-date listing of each employee’s skills.
Rely on supervisor ratings, see “Performance data or Appraisals”
Rating Scales
Care must be taken to ensure objective employee ratings.
Rely on supervisor ratings, see “Performance data or Appraisals”
Critical Incidents
Observe actions critical to successful and unsuccessful performance.
Rely on supervisor ratings, see “Performance data or Appraisals”
Chapter 4

25. Data Sources for Person Analysis – Part 4 of 5
Data Sources for Obtaining Data
Training Need Implication
Remarks
Diaries
The individual employee records details of his (her) job.
Devised Situations
Certain knowledge, skills, and of attitudes are demonstrated in these techniques.
Useful, but again, care in development of scoring criteria is important
Assessment Centers
Combination of several of the above techniques.
Although expensive to develop and operate, these are very good
Chapter 4

26. Data Sources for Person Analysis – Part 5 of 5
Data Sources for Obtaining Data
Training Need Implication
Remarks
Coaching
Similar to interview –
one-to-one.
Must choose coaches carefully and train to be most effective
MBO or Work Planning
Provides actual performance data on a recurring basis related to organizational and group or individually negotiated standards.
Good process when implemented properly, and Review Systems are the support of top management
Chapter 4

27. Work Planning and Review at Corning
Dimension
Behavioral Statement
Written Example
Applying quality principles
Sets high standards for self and others: puts a great deal of emphasis on error-free work
Developed written requirements for all suppliers on the Stafford project and encouraged others to do the same.
Chapter 4

28. Likelihood of Deficiency Being a Training Issue
Distinctiveness
Number of areas of performance
Low
High
High
Low
Unsure
Low
Consensus
# employees
High
Unsure
Chapter 4

29. A Comparison Reliability and Validity
Reliable and valid
Not reliable or valid
Reliable but not valid
Chapter 4

30. Diagram Illustrating the Criterion (Constructs) of Deficiency, Relevance, and Contamination
Ultimate
criterion
Criterion
deficiency
Criterion
relevance
Actual
criterion
Criterion
contamination
Chapter 4