Effective Training: Systems, Strategies and Practices, 4 th Edition

Effective Training: Systems, Strategies and Practices, 4th Edition

Chapter FourP. Nick Blanchard and James W.

Thacker

4-1MGMT 453 is So Much Fun!

4-2

Page 95: Analysis PhaseInput Process Output

TRIGGER Actual Organizational Performance (AOP) < Expected Organizational Performance (EOP)

Identify Performance Discrepancy (PD)PD = EP < APAnd Causes of PD

Non Training Needs

Training Needs

Resources

Operational Analysis Expected Performance (EP)

Person Analysis Actual Performance (AP)

Organizational Analysis Objectives

Environment

MGMT 453 is So Much Fun!

4-3

Page 100: Model of Process When Performance Discrepancy Is Identified

YES

Is it worth fixing?

Performance Discrepancy

YES

KSADeficiency

Reward/ Punishment

Incongruence

InadequateFeedback

Obstacles inthe System

Choose Appropriate

Remedy

YES

ChangeContingencies

YES

Provide Proper Feedback

YES

RemoveObstacles

YES


4-4

Model of Process When Performance Discrepancy Is Identified – Part 2 of 2

Job Aid

Training

Practice

Change the Job

Transfer or Terminate

Performance discrepancy is worth fixing AND is due to a KSA deficiency

ChooseAppropriate

Remedy

ChangeContingencies

ProvideProper

Feedback

RemoveObstacles


4-5

Page 101: Where, oh where do I find data for locating gaps in performance?


Sources of DataImplications forTraining Needs

Examples

1. Organizational GoalsThis source suggests where training emphasis should be

placed.

Maintain a quality standard of no more than one reject per

thousand.

Objectives and budgetThis source provides information on both standards and direction.

Achieve a goal to become ISO certified and allow $90,000 for

this effort.

2. Labor Inventory

This source helps HRD identify where training is needed

because of retirement turnover, age, etc.

30% of our truck drivers will retire over the next 4 years.

3. Organizational Climate Indicators

These “quality of working life” indicators at the organization level provides indicators of organizational performance gaps.

a. Labor-management data, strikes, lockouts, etc.

Indicators relate to work participation or productivity and are useful in discrepancy analysis and in helping management set a value on the behaviors it wishes to improve through training.

4-6

Recommended Data Sources for Locating Gaps in Performance Part 2 of 4



Examples

b. Grievances70% of the grievances are

related to the behaviors of 6 supervisors.

c. Turnover

d. AbsenteeismHigh absenteeism for clerical

staff

e. Suggestions

f. Productivity

g. AccidentsAccident rate for line workers

increasing

h. Short-term sicknessLine workers’ attitude toward

teamwork is poor.

i. Attitude surveysSurveys are good for locating discrepancies between organizational expectations and perceived results.

4-7




Examples

4. Analysis of Efficiency Indexes

a. Cost of laborLabor costs have increased by

8% in the last year.

b. Quality of productNumber of rejects has

increased by 30% since the new batch of workers began.

c. WasteWasted steel has increased by 14% since the company began

using part-time workers.

4-8




Examples

5. Change in System or Subsystem

New or changed equipment may require training.

The line has shut down about once per day since the new

machinery was installed.

6. Management Requests or Management Interrogation

One of the most common techniques of identification of performance discrepancies.

Production manager indicates a drop in quality since the layoffs.

7. MBO or Work Planning and Review systems

Provides actual baseline performance data on a continuous basis. From these measures, the company is able to

determine improvement or deterioration.

4-9

Page 107: What Do You Ask and Of Who

What to Ask About Who to Ask

Mission Goals and ObjectivesWhat are the goals and objectives of the

organizationHow much money has been allocated to any

new initiativesIs there general understanding of these

objectives

Top managementRelevant department

managers, supervisors and incumbents

Social InfluencesWhat 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 and regarding productivity

Top managementRelevant department

managers, supervisors and incumbents


4-10

What Do You Ask and Of Who Part 2 of 3


Job DesignHow 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

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 managementRelevant department managers,

supervisors and incumbents


4-11

What Do You Ask and Of Who Part 3 of 3


Job PerformanceHow 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?

Methods and PracticesWhat are the policies/ procedures/rules in the

organization. Which if any inhibit performance

Relevant department managers supervisors and incumbents

Relevant supervisors and incumbents


4-12

Data Sources For Operational Analysis – Part 1 of 2

1. Job Descriptions This source outlines the job’s typical duties and responsibilities but is not meant to be all inclusive.

Need to determine how developed. Often written up quickly by supervisor or incumbent with little understanding of what is required..

Sources for Obtaining

Job Data Training Need Implications Practical Concerns

2. Job Specifications These are specified tasks required for each job. More specific than job descriptions and may include judgments of required KSAs.

May be product of the job description and suffer from the same problems


4-13

Data Sources For Operational Analysis – Part 2 of 2

4. Ask Questions About the job

a. Of the job holder b. Of the supervisor.

Asking both job holder and relevant supervisors provide accurate data.

Muse be done correctly to be of value

Sources for Obtaining Job Data Training Need Implications Practical Concerns

3. Performance Standards

This source provides objectives related to the tasks required and their standards in terms of performance.

Very useful if available, and accurate, but often organizations do not have formal performance standards


4-14

Worker Oriented Approach: Information Input-Part 1 of 2

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 apply1 Very minor2 Low3 Average4 High5 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.)


4-15

Worker Oriented Approach: Information Input – Part 2 of 2

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.)

5.____ Sound differentiation (recognizing differences or changes in sounds in their loudness, pitch, and/or tone quality

Code Importance to This Job (1)N Does not apply1 Very minor2 Low3 Average4 High5. 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.).


4-16

Form for Recording Task Analysis Results Using the Job-Duty-Task Method of Job Analysis

Job Title: Specific Duty:

Tasks Subtasks Knowledge and Skills Required

1. 1.2. 3.

2. 1. 2. 3.

3. 1. 2.

You will find the above on page 111: It’s a generic form; you can modify it as you wish

.


4-17

Example of Task Analysis Results form-Part 1 of 2

2. List subtasks 1. Observe behavior List all remaining actsClassify behavior

2. Select verb State correctlyHave grammatical skill

3. Record behavior Record so it is neat and

understood by others

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 othersRecord neatly

Knowledge and SkillsTasks Subtasks Required

_________________ ______________________ __________________________

Job Title: ___________________ Specific duty: _____________ HRD Professional Task Analysis


4-18

Example of Task Analysis Results Form -Part 2 of 2

Job Title: _HRD Professional______ Specific duty: __Task Analysis______

3. List Knowledge 1. State what must be Classify all information

known

2. Determine complexity Determine whether skills represent a series

of skill of acts that must be learned in a sequence

Knowledge and Skills Tasks Subtasks Required


4-19

A Comparison of the Outcomes for Worker- and Task-Oriented Approaches to Job Analysis

Task-Oriented Worker-Oriented Job 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


4-20

Page 121: Data Sources for Person Analysis

1. Supervisor

Performance

Appraisals

2. Performance Data a. Productivityb. Absenteeism and

tardinessc. Accidentsd. Grievancese. Wastef. Product qualityg. Downtimeh. Customer

complaints

Useful if done specifically for TNA.

Supervisor ratings often not just for TNA, and often not done well.

Useful, easy to analyze and quantify for the purpose of determining actual performance.

Data Sources for Obtaining Data

Training Need Implication Remarks


4-21

Data Sources for Person Analysis Part 2 of 5

3. Observation – Work Sampling More subjective technique but This is done effectively

provides both employee in some situations, such

behavior and results of as customer service,

the behavior. where employees know

that the telephone calls

employees answer from

customers can be monitored

4. Interviews/ Questionnaires Only individual knows what Need to be sure employee

he believes he (she) needs believes it is in her best

to learn. interest to be honest;

otherwise, she may not be

forthcoming as you would

like



Training Need

Implication Remarks

4-22


5. Proficiency 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



6. Attitude Surveys Useful to determine morale, motivation, and satisfaction

Important to use well developed scales

Of employees


4-23


8. Assessment Centers Combination of several of the above techniques into an intensive assessment program

Although expensive to develop and operate, these are very good, as they use multiple raters and excises to assess employees. Also criteria for performance are well developed



7. Devised Situations

a. Role-play

b. Case study

c. Business games

d. In basket

Certain knowledge, skills, and of attitudes are demonstrated in these techniques.

Useful, but again, care in development of scoring criteria is important


4-24




10. MBO or Work Planning

Provides actual performance data on a recurring basis related to individuals’

goals

Good process when implemented properly

9. Coaching Similar to interview –one-to-one.

Must choose coaches carefully and train them if you want them to be effective


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Effective Training: Systems, Strategies and Practices, 4 th Edition

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