Effective Training: Systems, Strategies and Practices, 4th Edition
Chapter FourP. Nick Blanchard and James W.
Thacker
4-1MGMT 453 is So Much Fun!
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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
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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
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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
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Page 101: Where, oh where do I find data for locating gaps in performance?
MGMT 453 is So Much Fun!
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.
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Recommended Data Sources for Locating Gaps in Performance Part 2 of 4
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Sources of DataImplications forTraining Needs
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.
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Recommended Data Sources for Locating Gaps in Performance Part 3 of 4
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Sources of DataImplications forTraining Needs
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.
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Recommended Data Sources for Locating Gaps in Performance Part 4 of 4
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Sources of DataImplications forTraining Needs
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.
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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
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What Do You Ask and Of Who Part 2 of 3
What to Ask About Who to Ask
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
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What Do You Ask and Of Who Part 3 of 3
What to Ask About Who to Ask
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
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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
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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
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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.)
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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.).
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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
.
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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
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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
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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
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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
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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
MGMT 453 is So Much Fun!
Data Sources for Obtaining Data
Training Need
Implication Remarks
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Data Sources for Person Analysis Part 3 of 5
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
Data Sources for Obtaining Data
Training Need Implication Remarks
6. Attitude Surveys Useful to determine morale, motivation, and satisfaction
Important to use well developed scales
Of employees
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Data Sources for Person Analysis Part 4 of 5
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
Data Sources for Obtaining Data
Training Need Implication Remarks
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
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Data Sources for Person Analysis Part 5 of 5
Data Sources for Obtaining Data
Training Need Implication Remarks
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
MGMT 453 is So Much Fun!