1 © 2010 by Nelson Education Ltd. Chapter Four The Needs-Analysis Process.

1© 2010 by Nelson Education Ltd.

Chapter Four

The Needs-Analysis Process


Learning Outcomes

Define needs analysis and describe the needs analysis process

Define and explain how to conduct an organizational, task, and person analysis

Define and describe the purpose of a cognitive task analysis and a team task analysis

Describe the process of determining if training is the best solution to performance problems

Describe the different methods and sources for conducting a needs analysis

Describe the obstacles to conducting a needs analysis and how to overcome them


Instructional Systems Design Model

Introduced to ISD model in Chapter 1 Training and Development is a rational and

scientific process that begins with an analysis of current performance and leads to improved performance.

It consists of three major steps:

1. Needs Analysis

2. Design and Delivery

3. Evaluation


Instructional Systems Design Model


Needs Analysis

A process to identify gaps or deficiencies in employee and organizational performance

Goal: Identify differences between what is, and what is desired or required in terms of results, and to compare the magnitude of gaps against the cost of reducing them or ignoring them


Needs Analysis Process

Four steps

Step one: A concern

Sometimes referred to as an itch or a pressure point, something that causes managers to notice it



Step two: Importance

Is it central to the effectiveness of the organization?

Step three: Consult stakeholders

Involve stakeholders who have a vested interest in the process and outcomes of the needs analysis process



Step four: Data collection

Collection of information from three levels of analysis

I. Organization

II. Task

III. Person/Employee



Concern

Important?

Yes No Terminate

Consult Stakeholders

Collect Information

Organizational Analysis

Outcomes

Task Analysis Person Analysis

See Figure 4.1 on p. 101in text for more details.


Needs Analysis Outcomes

Clarifies nature of performance gaps

Determines if training and development is necessary

Identifies where (what/for who) training and development is necessary

Specify training objectives and design training programs

Develop measures for training evaluation



Study of the entire organization including its strategy, environment, resources, and context



1. Strategy

Consists of an organization’s mission, goals, and objectives such as a dedication to quality or innovation

Strategic training: Alignment of an organization’s training needs and programs with the organization’s

strategy and objectives (SHRM)



2. Environment

New technologies, laws, competitors, recessions, and trade agreements can profoundly affect not only the need for and content of training, but also employees’ receptivity to being trained



3. Resource analysis: Identification of the resources available in an organization that might be required to design and implement training and development programs

4. Context climate: The collective attitudes of employees toward work, supervision and company goals, policies, and procedures.



5. Training transfer climate: Characteristics in the work environment that can either facilitate or inhibit the application of training on-the-job

6. Learning culture: Culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization


Task Analysis

Process of obtaining information about a job by determining the duties, tasks, and activities involved and the knowledge, skills, and abilities required to perform the tasks

Job: Consists of a number of related activities, duties, and tasks

Task: Smallest unit of behaviour studied by the analyst and describes specific sequence of events necessary to complete a unit of work


Task Analysis

6 steps:

1. Identify the target jobs

2. Obtain a job description

3. Develop rating to rate the importance of each task and the frequency that it is performed

4. Survey a sample of job incumbents

5. Analyze and interpret the information

6. Provide feedback on the results


Task Analysis

Obtaining a job description

Job description : A statement of tasks, duties, and responsibilities of a job; lists the specific duties carried out through the completion of several tasks

Rapid change has led to development of competencies in job descriptions

Competency : A cluster of related knowledge, skills, and abilities that enables the job holder to perform effectively


Cognitive Task Analysis

Set of procedures that focus on understanding the mental processes and requirements for performing a job

Differs from traditional task analysis in that it describes mental and cognitive activities that are not directly observable, such as decision making and pattern recognition


Team Task Analysis

Analysis of tasks of the job, as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks

Differs from traditional task analysis in that interdependencies of the job, skills required for task coordination, and cognitive skills required for interacting in a team must be identified


Person Analysis

Process of studying employee behaviour to determine whether performance meets standards


Person Analysis

Three step process:

1. Define the desired performance

2. Determine the gap between desired and actual performance

3. Identify the obstacles to effective performance


Barriers to Effective Performance

Human Technical Information Structural

Lack of knowledge Poor job designIll-defined goals/ objectives

Overlapping roles & responsibilities

Lack of skillsLack of tools/ equipment

Lack of performance measurements

Lack of flexibility

Lack of motivationLack of standardized procedures

Raw data, not normative or comparative data

Lack of control systems

Counterproductive reward systems

Rapid change in technology

Resources sub-optimized

Group norms Ineffective feedback

Informal leaders

Organizational political climate


Determining Solutions to Performance Problems

Mager & Pipe’s Performance Analysis Flowchart forDetermining Solutions to Performance Problems

• Aim is to effectively identify root cause of performance problem and choose right solution

• Many solutions including contingency management are explored

• Appropriate solutions may or may not include training and development

(See Fig 4.2 on p. 115)


When is Training the Best Solution?

Training is just one solution for managing performance problems

Other solutions may be more effective Even when training is the best solution its

effectiveness can be compromised due to other factors

If training is identified as best solution costs and benefits must also be considered before final decision is made

A needs analysis will identify best course of action


Needs Analysis Methods

9 Methods (Steadham)

1. Observation

2. Questionnaires

3. Key consultation

4. Print media

5. Interviews

6. Group discussion

7. Tests

8. Records and reports

9. Work samples

(See Table 4.5 for more details)


Needs Analysis Sources

Employees and managers

Subject matter experts

Professional shoppers

Computer-based analysis


Obstacles to Needs Analysis

Not rewarded for taking the time (and money) to conduct a needs analysis

Feel that they can accurately identify training needs and that more analysis is a waste of time and money

Managers may even have their own agendas

Cost and time are often viewed as constraints


Summary

Introduced the Needs Analysis process; the first step in ISD model

Three levels of needs analysis (organization, task, and person) were identified

The process for determining solutions to performance problems was identified

Data collection methods and sources of information for needs analysis were highlighted

Obstacles to conducting needs analysis were discussed

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1 © 2010 by Nelson Education Ltd. Chapter Four The Needs-Analysis Process.

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