Human Resource DevelopmentStrategy and Tactics

CHAPTER 7: Training and Learning Needs Assessment

BUS 314Spring 2011 Semester 312Instructor: DR NAILAH AYUB

CHAPTER 7: Training and Learning Needs Assessment• Performance Management: strategic and

integrated approach to delivering sustained success to organizations by improving the performance of the people who work in them and by developing capabilities of teams and individual contribution

• Many factors influence performance

• Models to identify whether training is likely to facilitate performance: ▫ Individual model of training: change within the

individual▫ Increased effectiveness model: correct steps for

successful training intervention

2

Organizational Objectives and HRD Needs• Aligned objectives for effective development• A good performance management system

▫ identify and link the development needs• Variables having a positive impact on performance

▫ Commitment▫ Empowerment and involvement▫ Leadership▫ Teamwork▫ Culture▫ Communications▫ Flexibility▫ Learning

Individual Model of Training• The Need: when specific individuals are not perceived to

be doing their job as effectively as they could. Alternatively, when change occurs

• The Individual: • Not motivated to learn• Lack the ability to acquire skills• Lack of equipment upon return from training• Resistant to boss’s perception of their ineffectiveness• Lack time to attend training• Sees no opportunity to practice skills • Face jealousy• Easier to conform to previous performance• Feels needs and expectations were not considered• Finds the new skills incompatible with the job

Individual Model of Training

• The Training• Inappropriate content and design• Opportunity to practice acquired skills• Inexperienced trainer• Irrelevant examples• Artificial setting• Needs of trainee and the training course (design)

Individual Model of Training

Change to Individual Knowledge, Skills, and Attitude

• Individual improvement depends on: • Quality of training• Individual motivation• Individual’s needs

Improvement in Job Performance

Increased Organizational Effectiveness

Individual Model of Training

The Need

Training

Improved Job Performance

Increased Organizational Effectiveness

Individual knowledge, skills, or attribute

Factors affecting individual job performance

Work Environment

Individual at WorkRewards Systems

Management Style

Group Process

Competition

Job Design

Structure

Technology

Communication

Culture Power and Politics

The Increased Effectiveness Model of Training• Benefits of training

▫ Increased motivation▫ Recognition▫ Enhanced responsibility▫ Implications for pay and promotion▫ Personal satisfaction▫ Career progression opportunities▫ Improved quality▫ Availability of staff

The Increased Effectiveness Model of Training

What do you want to achieve?

How would you know if its been achieved?

Train or do something

Decide on necessary skills/resources

Evaluate

Assess existing skills/resources

Needs Assessment• Commonly used methods:

▫ Interviews▫ Observation▫ Self-Assessment

Organizational Level Needs• Two types:

▫ Needs arising from collective needs at individual and job level

▫ The knowledge, skills, and attitudes required by workers due to Policy change Objectives New technology New legislation

Needs Assessment• Team Level Needs

▫ Team building or teal working▫ Use explicit knowledge and interaction to arrive at

shared understanding

• Job Level Needs▫ Knowledge, Skills, Attitudes

• Individual Level Needs▫ Focus on Self managed learning or Team learning

Job Training Analysis (JTA) Approaches• Focus on training requirements• 18 different JTA approaches. Most popular: • Comprehensive Analysis: analytical and time

consuming with detailed examination of all facets of a job (for new jobs).

• Key Task Analysis: identifies critical or core job tasks essential to competent performance (for complex jobs requiring reflection, creativity, analysis, and problem-solving). Instead of analyzing the whole job, crucial task are identified as- tasks crucial for competent performance, objectives and targets, and key areas.

Job Training Analysis (JTA) Approaches• Problem-centered Analysis: focuses on

difficulties encountered. Often used with key task analysis

• Competence Based approaches: identify how young trainees could be given organizational learning experience▫ Occupational training families▫ Key competencies▫ Transferable learning objectives

• Two perspectives on management competencies▫ Input Perspective: identifies individual characteristics

that are necessary to perform effectively▫ Output perspective: focuses on what high performers

achieve- the NVQ approach

Job Training Analysis Techniques

Belbin’s Team Type Inventory: Most effective teams include 8 team roles▫ Company worker- a practical organizer▫ Chairman- Coordinator▫ Shaper- task leader▫ Plant- person of ideas▫ Resource investigator- salesman or diplomat, mr

fix-it▫ Monitor/ Evaluator- analytically intelligent▫ Team worker- mediator▫ Completer/ Finisher- Looks over deadlines▫ ADDITIONAL ROLE: Specialist- Professional expert

Job Training Analysis Techniques

Anderson & West’s Team Climate Inventory▫Measures climate in terms of the different

aspects of working together that the team has evolved

•Climate: Shared perception of the way things are around here- shared perception of organizational policies, practices, and procedures, both formal and informal

Job Training Analysis Techniques

•Team Climate Inventory includes measures of▫Communication Patterns▫Participation▫Safety▫Cohesiveness▫Task Style▫Vision▫Innovativeness

Individual HRD Needs Analysis

▫to assess an individual’s ability to perform a job effectively

▫to identify the gap between effective and current performance

▫Managers can question about jobs, problems, or perceived learning needs

▫To investigate work methods or work flows

▫Data to identify patterns and trends

Number of Indiv. Needs Analysis methods: 1) Performance Appraisal

• Means of rating individual performance, highlighting performance shortfalls and development needs

• Means of motivating the individual and gaining commitment and identification with the organization and departmental goals

• Types of appraisals: ▫ Self-assessment▫ Peer assessment▫ Line management▫ Upward appraisal▫ 360-degree feedback

▫Self-assessment: reflect on one’s own needs and HRD requirements

▫Peer assessment: more comfortable to discuss with colleagues and know each other

▫Line management: improves commitment and support (vs distrust and apathy)

▫Upward appraisal: culture of openness and participation (identify needs jointly)

▫360-degree feedback: Comprehensive insight (includes all stake holders)

Advantages and Disadvantages of Performance Appraisals

Criteria for Performance Appraisal

•Results: rated on achievements expressed in well-defined personal or organizational targets

•Processes: emphasis on how the outcomes are achieved rather than measurable results

•Behavior: performance that is only tangibly connected with results or processes

Number of Indiv. Needs Analysis methods: 2) Development Centres

• A development centre is a process (not a place) of assessing managerial potential within an organization▫ Ideal way of conducting in-depth study of potential

• Focus on development rather than an appraisal of current performance

• Individuals undergo the various exercises, they are observed by a trained team of assessors. Performance on exercises is rated against a number of pre-determined dimensions.

• The competence approach underlies many development centre designs, focusing on inputs or outputs. Many companies focus on inputs to assess▫ Reasoning, strategic awareness, Customer orinetation,

interpersonal skills, leadership, flexibility, creativity and innovation

Development Centres

•Often used for managers only•It is essential to validate any development

centre by correlating development centre performance with future behavior

•If too many competencies are assessed then becomes potentially invalid (exercise effect)

•Feedback must be linked to assistance in developing areas identified as weak

3) Self-Assessment

•Central to learning organization is: ongoing self-analysis and development

•Numerous self-assessment tools with a focus on individual style and orientation (e.g., Learning Style Questionnaire by Honey & Mumford, 1992; Belbin Team-Type Inventory; Anderson & West Team Climate Inventory)

4) Psychometric Tests

• Psychometric= mental measurement• Psychometric test- procedure for evaluating

psychological functions• Distinction between test of maximum

performance (test of intellectual ability) and test of habitual performance (measure of personality)

• Qualities of a sound test:▫ Reliability▫ Validity▫ Objective Scoring▫ Standardization▫ Appropriate Norms

Integrated Individual and Organizational Solutions• Consider the expectations and aspirations of the

individual alongside the requirements of the organization because they are mutually beneficial

• Ensure flexibility and continuous development• Three areas to consider for HRD function:

▫ The need for the organization to acquire the skills it requires

▫ The satisfaction of the individuals’ aspirations▫ Genuine acceptance by management that the

second is a pre-requisite of the first

Integrated Individual and Organizational Solutions•Two important points to consider:

▫Individuals are more interested in their own jobs and careers, but need to accept that development will be paid for by the mployer

▫The organization will be more interested in its long-term survival, which will ultimately take precedence over the aspirations of individuals

▫Decentralize to produce smaller business