Chapter 3: The Needs Analysis Process PDF

Chapter 3: The Needs Analysis Process Managing Performance through Training and Development, 9e Learning Objectives (1) L.O. 3.1 Define needs analysis, and describe the needs analysis process. L.O. 3.2 Explain how to conduct an organizational analysis, as well as the importance of...

Chapter 3: The Needs Analysis Process Managing Performance through Training and Development, 9e Learning Objectives (1) L.O. 3.1 Define needs analysis, and describe the needs analysis process. L.O. 3.2 Explain how to conduct an organizational analysis, as well as the importance of the training transfer climate and a continuous learning culture. L.O. 3.3 Discuss how to conduct a task analysis, and explain the purpose of both a cognitive task analysis and a team task analysis. L.O. 3.4 Describe the purpose of a person analysis, and explain the three steps of a person analysis. L.O. 3.5 Describe how to determine solutions to performance problems using Mager and Pipe's performance analysis flowchart, as well as when training is the best solution to performance problems. 2 Learning Objectives (2) L.O. 3.6 Discuss the advantages and disadvantages of the various methods and sources for conducting a needs analysis. L.O. 3.7 Explain the obstacles to and challenges of conducting a needs analysis, and how to overcome them, and explain how to conduct a rapid needs analysis. 3 Introduction Needs analysis is the first critical step of the ISD process. Determines the nature of the problem, and whether training is the best solution. Needs analysis is the cornerstone and foundation of training and development. 4 Needs Analysis A process to identify gaps or deficiencies in employee and organizational performance. A need is a gap between the way things are (current results) and the way they should be (desired results). Needs analysis is the process to identify gaps or deficiencies in individual, group, or organizational performance. The goal of needs analysis is to identify the difference 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 helps identify, prioritize, and select the needs that will impact both internal and external constituency groups. 5 The Needs Analysis Process Step one: a concern Step two: importance Step three: consult constituency groups Step four: data collection 6 Needs Analysis Outcomes Needs analysis determines: o if T&D is a good solution o where training is needed in the organization o what type of training is required o who should receive training Helps to write training objectives. Assists in designing training programs. Provides information required in the development of measures for training evaluation. 7 Needs Analysis: Levels organizational analysis task analysis o cognitive task analysis o team task analysis person analysis 8 Organizational Analysis: Components strategic alignment o strategic training and development environment o compliance training resource analysis organizational context o training transfer climate o learning culture o continuous learning culture 9 Task Analysis The process of obtaining information about a job by determining the tasks and activities involved, and the KSAs required to perform the task. There are six steps in a task analysis: o Identify the target jobs. o Obtain a job description. o Develop rating scales (importance, difficulty, frequency). o Survey a sample of incumbents. o Analyze and interpret the information. o Provide feedback on the results. 10 Cognitive Task Analysis A set of procedures that focuses on understanding the mental and cognitive processes and skills required for performing a job. Describes mental and cognitive activities that are not directly observable, such as decision making, problem solving, pattern recognition, and situational assessment. The most common approaches used to conduct a CTA are interviews and observation. 11 Team Task Analysis An analysis of tasks, as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks. The main objective is to identify the key team competencies required for the tasks of the job, which will be used to write training objectives, and to design a training program. A team task analysis must identify the interdependencies of the job, as well as the skills required for task coordination and the cognitive skills that are required for interacting in a team. 12 Person Analysis The process of studying employee behaviour and performance to determine whether performance meets work standards. Three steps of a person analysis: o Define the desired performance. o Determine the gap between desired and actual performance. o Identify the obstacles to effective performance. 13 Determining Solutions to Performance Problems (1) There are a number of potential barriers to effective performance, including human, technical, informational, and structural. Only a lack of knowledge and skills suggest a training solution. The solution to performance problems is not always going to be training and development. 14 Determining Solutions to Performance Problems (2) Steps 1 and 2: What's the problem, and is it worth solving? Step 3: Can we apply quick fixes? Step 4: Are the consequences appropriate? o Contingency management is grounded in the belief that every act has a consequence, and, if the consequence is a reward, then the act will be repeated. Step 5: Is there a genuine skill deficiency? o Could the employee perform the task if their life depended on it? Step 6: Select and implement solutions. Step 7: Replace the employee. Step 8: Train the employee. 15 Training Solution Checklist (1) Trainers are often asked to provide training to correct a performance problem. However, training is not always the best solution, and trainers should ask the following questions to determine whether training is an appropriate solution: o What are the performance (or operating) problems? Don't ask, "what is the training need?" o Describe the current performance and desired performance. o Could employees perform as desired if they had to? Did they ever perform as expected in the past? o If employees have performed as expected in the past, do they need practice, feedback, or specific and challenging goals? 16 Training Solution Checklist (2) o If employees perform as you want them to, what are the consequences for them? Are they rewarded for good performance and goal accomplishment? o Are there any other reasons why employees might not be performing as desired? o If we find a solution to the performance problem, how will we know that the problem has been solved? What behaviours, skills, or results will change? o Is training the solution? 17 Performance Problems and Training Training is often the best solution to performance problems under the following conditions: o The task is performed frequently. o The task is difficult. o Correct performance is critical. o The employee does not know how to perform as required (i.e., cannot do it). o Performance expectations and goals are clear, and employees receive feedback on their performance. o There are (or will be) positive consequences for correct work behaviour; there are not negative consequences for performing as required. o Other solutions (such as coaching) are ineffective, or too expensive (e.g., terminating employees and rehiring those with required skills). 18 Needs Analysis Methods There are many methods for conducting a needs observation analysis. questionnaires The methods differ in terms of the quality and type of key consultation information obtained, as well as the time and cost print media expended collecting it. interviews group discussion tests records, reports work samples 19 Needs Analysis Sources The most important and often-used sources are employees, managers, human resource staff, and subject-matter experts who are familiar with a job. Self-assessment involves employee self-assessed training needs. Studies have found weak relationships between employees’ self-assessments of performance and managerial assessments. 20 Optimal Approaches for Conducting a Needs Analysis The best approach is one that includes multiple methods and sources. Different perspectives result in more accurate and complete information. They also enable analysts to distinguish between perceived needs, demand needs, and normative needs. 21 Obstacles to Needs Analysis lack of rewards and resources time constraints priority on timely training lack of support for, and perceived value of, needs analysis 22 Overcoming Needs Analysis Barriers Conducting some data collection will almost always result in a better training program. Persuade management of the importance of conducting a needs analysis. Ensure that it is included in the training budget. Partnership with clients and constituency groups so there is support to conduct a needs analysis. Clear and frequent communication with clients about the benefits of needs analysis, and the risks of implementing solutions without first doing a needs analysis. Conduct a rapid needs analysis. Trainers need to be creative in finding ways to conduct a needs analysis within the time and resource constraints that exist in their organizations. 23 Summary Discussed the needs analysis process and three levels of needs analysis— organizational, task, and person analysis—as well as cognitive and team task analysis. Described how to determine solutions to performance problems. Described needs analysis methods and sources. Considered needs analysis obstacles, and how to overcome them. Demonstrated that needs analysis is critical for determining the nature of performance problems, and whether training is the right solution to performance problems. 24 Key Terms cognitive task analysis needs analysis strategic training and (CTA) organizational analysis development (ST&D) competency organizational climate task analysis compliance training person analysis team task analysis contingency rapid needs analysis training transfer management resource analysis climate continuous learning self-assessment culture strategic human job description resources learning culture management (SHRM) need 25