MODULE 2 Training Need Analysis

8/18/2019 MODULE 2 Training Need Analysis

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Module 2

Training Need Analysis


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2

What is a training needs

analysis?A training needsanalysis is the

method ofdetermining if atraining needexists and if it

does, whattraining isrequired to ll the

gap.


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The !ap "on#ept

$erforman#e%&esults

Time

'xpe#ted "ur(e

A#tual"ur(e

Gap

)n training terms this means weneed to de(elop programs to ll

the !ap

1,000Cars

800

Cars

200Cars


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Training NeedsThe reasons for

not making the

1,000 cars: Not enough

resour#es

$oor ma#hines $oor sta+ sills

As training experts wemust analye the

situation to!etermine if:

'xpe#ted result too high

Target a#hie(a-le

)s training the only wayto mae it happen

Are there other fa#tors.


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The Training $ro#ess

Identify

the

Need

Identify

the

Need

Evaluatethe

Training

Evaluatethe

Training

Plan the

Training

Plan the

Training

Deliver the

Training

Deliver the

Training


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Types of Needs /emo#rati# Needs

/iagnosti# Needs "omplian#e Needs

Analyti#al Needs


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Needs Assessment rgani3ational Analysis

Tas%perational Analysis

$erson Analysis


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rgani3ational Analysis rgani3ational goals and strategy

rgani3ational resour#es 5nan#ial,fa#ilities, resour#es6

rgani3ational #ulture%#limate

'n(ironmental #onstraints


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Tas%perational Analysis (erall 9o- des#ription

Tas identi#ation

What it taes to do the 9o-%:;As

Areas that #an -enet fromtraining

$rioriti3ing training needs


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$erson Analysis $erforman#e de#ien#y

)s performan#e su-standard?

Are #urrent employees #apa-le of training? "an performan#e -e impro(ed through training

)ssue of whether to train, repla#e, moti(ate

Target population < (alues, edu#ation, priornowledge, moti(ation


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#o!el of "rocess $hen "erformance

%iscrepancy &s &!enti'e! ( "art 1 of 2

*E+

I! it ,orth fixing-

Performance i!crepancy

*E+

.+A

eficiency

Re,ard%Puni!hmentIncongruence

Inade/uate0eed'ac&

O'!tacle! inthe +y!tem

#hoo!e

Appropriate

Remedy

*E+

#hange

#ontingencie!

*E+

Proide

Proper

0eed'ac&

*E+

Remoe

O'!tacle

!

*E+


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#o!el of "rocess $hen "erformance%iscrepancy &s &!enti'e! (

"art 2 of 2

1o' Aid

Training

Practice

#hange the 1o'

Tran!fer or Terminate

Performance di!crepancy i! ,orth fixing

A$ i! due to a .+A deficiency

#hoo!e Appropriate

Remedy

#hange#ontingencie!

ProideProper

0eed'ac&

RemoeO'!tacle!


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%ata )ources for *rganiational

Analysis ( "art 1 of +

Organizational Goal!2

O'ectie! and 3udget

4here training empha!i!

can and !hould 'eplaced5

To maintain a /uality

!tandard of no more than 6reect per thou!and

Goal i! to 'ecome I+Ocertified and 782888 dollar!ha! 'een allocated to thi!effort

Data SourceRecommended

Training NeedImplications

Example

9a'or Inentory 4here training i! neededto fill gap! cau!ed 'yretirement2 turnoer2age2 etc5

Thirty percent of our truc&drier! ,ill retire oer thenext four year!


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Organizational #limate

Indice!

The!e may help focu! on

pro'lem! that haetraining component!



Example

Grieance! Item! related toproductiity are u!eful indeterminingperformance

deficiencie!

+eenty percent of

grieance! arerelated to 'ehaior! of :

!uperi!or!

A'!enteei!m ;igh a'!ence! in clerical!taff

Accident! Accident rate for line ,or&er!increa!ing


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Analysis ( "art + of +

Analy!i! of Efficiency

Indice!

#o!t of la'or

#an help document

difference 'et,een actualperformance and de!iredperformance

9a'or co!t! hae increa!ed percent in the la!t year



Example

#hange! in +y!tem or+u'!y!tem

$e, or changed e/uipmentmay pre!ent trainingpro'lem

The line ha! 'een !hut do,na'out once per day !ince thene, machinery ,a! in!talled5

4a!te ha! dou'led !inceu!ing the ne, cutting tool


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$hat %o ou Ask an! *f $ho (

"art 1 of +What to Ask Aout Who to Ask

!ission "oals and O#ectives

4hat are the goal! and o'ectie! of

the organization;o, much money ha! 'een allocated

to any ne, initiatie!

I! there general under!tanding of

the!e o'ectie!

Top management

Releant departmentmanager!2 !uperi!or!

and incum'ent!

Social In$luences

4hat i! the general feeling in the

organization regarding meeting

goal! and o'ectie!

4hat i! the !ocial pre!!ure in your

department regarding the!e goal!

and o'ectie! productiity

Top management

Releant department

manager!2 !uperi!or!

and incum'ent!


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$hat %o ou Ask an! *f $ho (

"art + of +What to Ask Aout Who to Ask

%o Per$ormance

;o, do employee! &no, ,hat leel

of performance i! accepta'le-;o, do they find out if their leel of

performance i! accepta'le-

I! there a formal feed'ac& proce!!-

Are there opportunitie! for help if

re/uired-

!ethods and Practices

4hat are the policie!% procedure!%rule!

in the organization5

4hich if any inhi'it performance

Releant department manager!

!uperi!or! and incum'ent!

Releant !uperi!or! and

incum'ent!


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%ata )ources -or

Task.*perational Analysis ( "art1 of +

65 1o' e!cription! Outline! the o'=! typicaldutie! and re!pon!i'ilitie!'ut i! them not meant to'e all inclu!ie

Often inaccurate due to timecon!traint! or o' &no,ledge5

Sources $or Otaining%o Data

Training Need Implications Practical (oncerns

>5 1o' +pecification! 9i!t !pecified ta!&! re/uiredfor each o'5

?ay 'e product of the o'de!cription and !uffer from the!ame pro'lem!

@5 Performance+tandard!

O'ectie! of the ta!&! of o'2 and !tandard! 'y,hich they are udged5

ery u!eful if aaila'le2 andaccurate2 'ut oftenorganization! do not haeformal performance !tandard!


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%ata )ources -or *perational


B5 Perform the 1o' ?o!t effectie ,ay ofdetermining !pecific ta!&!2'ut ha! !eriou! limitation!in higher leel o'!

Ea!y2 !hort cycle type o'! are apo!!i'ility5



C5 O'!ere 1o'D4or&

+ampling

?o!t effectie ,ay of

determining !pecific ta!&!2'ut ha! !eriou! limitation!in higher leel o'!

!eful again for ery !hort cycle

o'!5 3e a,are of the impact of'eing o'!ered can influence'ehaior


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%ata )ources -or *perational

Analysis ( "art + of +

:5 Fue!tion! directed tothe o' holder andthe !uperi!or5

?o!t often u!ed method the o'holder and hi! !uperi!orhae different per!pectie!and information



5 Reie, 9iterature

concerning o' inprofe!!ional ournal!practitioner ournal!other indu!trie!

!eful for determining

!pecific i!!ue! related tothe o' and ,hat i! 'eingdone 'y other! and ,hatthe re!ult! are

$eed to 'e !ure information i!

releant to your organization


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/xample of $orker *riente!

Approach: &nformation &nputNote on Rating )Importance to This %o*+

Rate each of the item! in the /ue!tionnaire u!ing the

HImportance to Thi! 1o' (6)H !cale5 Each item i! to 'e

rated on ho, important the actiity de!cri'ed i! to thecompletion of the o'5 #on!ider !uch factor! a!

amount of time !pent2 the po!!i'le influence on oerall

o' performance if the ,or&er doe! not properly

perform thi! actiity2 etc5

Code Importance to

This Job (1)

N Does not apply

1 Very minor

2 Low

3 !era"e

# $i"h

% &'treme

65 0ar i!ual differentiation (!eeing difference! in the detail! of the

o'ect!2 eent! or feature! beyond arm's reach for example2 operating a

ehicle2 land!caping2 !port! officiating2 etc5)


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$orker *riente! Approach:

&nformation &nput ( "art 2 of 2

@5 #olor perception (differentiating or identifying

o'ect!2 material!2 or detail! thereof on the 'a!i! of

color)5

B5 +ound pattern recognition (recognizing different pattern!2 or

!e/uence! of !ound! for example2 tho!e inoled in ?or!e code2

heart'eat!2 engine! not functioning correctly2 etc5)

Code Importance to

This Job (1)

N Does not apply

1 Very minor

2 Low3 !era"e

# $i"h

% &'treme

>5 epth perception (udging the di!tance from

the o'!erer to o'ect!2 or the di!tance! 'et,een

o'ect! a! they are po!itioned in !pace2 a! in operating

a crane2 operating a denti!tJ! drill2 handling andpo!itioning o'ect!2 etc5)5


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Applying the o%utyTask #etho! of o Analysis to the o of 34%

"rofessional

>5 9i!t !u'ta!&! 65 O'!ere 'ehaior9i!t all remaining act!

#la!!ify 'ehaior

>5 +elect er' +tate correctly

;ae grammatical !&ill

@5 Record 'ehaior Record !o it i! neat and

under!tood 'y other!

65 9i!t Ta!&! 65 O'!ere 'ehaior9i!t four characteri!tic! of 'ehaior

#la!!ify 'ehaior

>5 +elect er' ;ae &no,ledge of action er'!

;ae grammatical !&ill!

@5 Record 'ehaior +tate !o under!tood 'y other!

Record neatly

Tasks Sutasks ,no&ledge and

Skills Re-uired

1o' TitleK +pecific dutyK ;R Profe!!ional Ta!& Analy!i!


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A Comparison of the *utcomesfor $orker an! Task*riente!Approaches to o Analysis

%o Task.Oriented Worker.Oriented

Approach Approach

//////////////////////////////////////////////////////////////

Garage attendant #hec&! tire Pre!!ure O'tain! informationfrom i!ual di!play!

?achini!t #hec&! thic&ne!! of !e of a mea!uring

cran&!haft deice

enti!t rill! out decay from !e of preci!ionteeth in!trument!

0or&lift rier 9oad! pallet! of ;igh leel of eyeLhand

,a!her! onto truc&! coordination


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%ata )ources for "erson

Analysis ( "art 1 of 5

Performance ata or Apprai!al!

Ea!y to analyze and/uantify for purpo!e!of determining !u'ect!and &ind of trainingneeded5

+uperi!or rating! areoften done poorly a! therei! no real incentie to dothem ,ell2 and a lot ofgood rea!on! not to

Data Sources $orOtaining Data

Training NeedImplication

Remarks

O'!eration M 4or&+ampling

?ore !u'ectietechni/ue5

one effectiely in !ome!ituation! li&e cu!tomer!erice ,here you canmonitor 'ehaior

Interie,! Only indiidual &no,!,hat he 'eliee! he(!he) need! to learn5

3e !ure employee 'eliee!it i! in hi! 'e!t intere!t to'e hone!t


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Te!t!

a5 1o' &no,ledge

'5 +&ill!

c5 Achieement

#an 'e tailorLmade or!tandardized5 #aremu!t 'e ta&en !o thatthey mea!ure o'related /ualitie!5

#are in the deelopmentof !coring &ey! i!important and difficult todo if not trained in theproce!!



Remarks

Attitude +urey! On an indiidual 'a!i!2u!eful in determiningmorale2 motiation2 or!ati!faction of eachemployee5

Important to u!e ,elldeeloped !cale!

Fue!tionnaire! +ame approach a!

the interie,5

+ame concern! a! the

interie,


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Analysis ( "art + of 5

Rating +cale! #are mu!t 'e ta&en toen!ure o'ectieemployee rating!5

Rely on !uperi!orrating!2 !ee NPerformancedata or Apprai!al!



Remarks

#ritical Incident! O'!ere action! criticalto !ucce!!ful andun!ucce!!fulperformance5

Rely on !uperi!orrating!2 !ee NPerformancedata or Apprai!al!

#hec&li!t! or

Training Progre!!chart!

pLtoLdate li!ting of each

employee=! !&ill!5

Rely on !uperi!or

rating!2 !ee NPerformancedata or Apprai!al!


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A!!e!!ment #enter! #om'ination of !eeral ofthe a'oe techni/ue!5

Although expen!ie todeelop and operate2the!e are ery good



Remarks

ei!ed +ituation! #ertain &no,ledge2!&ill!2 and of attitude!are demon!trated inthe!e techni/ue!5

!eful2 'ut again2 carein deelopment of!coring criteria i!important

iarie! The indiidualemployee record!detail! of hi! (her) o'5


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Analysis ( "art 5 of 5Data Sources $orOtaining Data


Remarks

?3O or 4or&Planning

Proide! actual performancedata on a recurring 'a!i!related to organizationaland group or indiiduallynegotiated !tandard!5

Good proce!! ,henimplemented properly2and Reie, +y!tem! arethe !upport of topmanagement

#oaching +imilar to interie, M

oneLtoLone5

?u!t choo!e coache!

carefully and train to 'emo!t effectie


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;ix "omponent analysis of

Needs "ontext Analysis

$arti#ipants Analysis

Wor Analysis

"ontent Analysis

;uita-ility Analysis "ost >enet Analysis

2


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ikelihoo! of %e'ciency 9eing a

Training &ssueDistinctiveness

9o, ;igh

n!ure

n!ure;igh

9o,

Consensu

s

;igh

9o,


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A Comparison 4eliaility an!

ali!ity

Not reliable

or valid

Reliable but

not valid

Reliable and

valid


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%iagram &llustrating theCriterion ;Constructs< of%e'ciency, 4ele7ance, an!Contamination

Criterion

deficiency

Criterionrelevance

Criterioncontamination

Ultimatecriterion

Actualcriterion

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MODULE 2 Training Need Analysis