Chap003
- 1. Chapter 3 Needs Assessment Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
- 2. 3-2 Training may be incorrectly used as a solution to a performance problem. Training programs may have the wrong content, objectives, or methods. Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn. Why is Needs Assessment Necessary?
- 3. 3-3 Training will not deliver the expected learning, behavior change, or financial results that the company expects. Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy. Why is Needs Assessment Necessary? (cont.)
- 4. 3-4 Figure 3.1 – Causes and Outcomes of Needs Assessment
- 5. 3-5 Table 3.1 – Key Concerns of Upper-Level and Mid-Level Managers and Trainers in Needs Assessment
- 6. 3-6 Who Should Participate in Needs Assessment (cont.) It is important to get a sample of job incumbents involved in the needs assessment because: they tend to be most knowledgeable about the job. they can be a great hindrance to the training process if they do not feel they have had input in the process. Job incumbents – employees who are currently performing the job.
- 7. 3-7 Table 3.2 – Advantages and Disadvantages of Needs Assessment Techniques
- 8. 3-8 Table 3.2 – Advantages and Disadvantages of Needs Assessment Techniques
- 9. 3-9 Methods Used in Needs Assessment Because no one technique of conducting needs assessment is superior to the others, multiple methods are used. Many companies are following benchmarking – using information about other companies’ training practices to help determine the appropriate type, level, and frequency of training.
- 10. 3-10 Figure 3.2 - The Needs Assessment Process
- 11. 3-11 Table 3.3 - Questions to Ask in an Organizational Analysis
- 12. 3-12 Table 3.4 – Questions to Ask Vendors and Consultants
- 13. 3-13 The Needs Assessment Process (cont.) Person analysis involves: determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work-design problem. identifying who needs training. determining employees’ readiness for training.
- 14. 3-14 The Needs Assessment Process (cont.) Readiness for training – refers to whether: employees have the personal characteristics necessary to learn program content and apply it on the job. the work environment will facilitate learning and not interfere with performance. This process includes evaluating person characteristics, input, output, consequences, and feedback.
- 15. 3-15 The Needs Assessment Process (cont.) A major pressure point for training is substandard or poor performance. Another potential indicator of the need for training is if the job changes such that current levels of performance need to be improved or employees must be able to complete new tasks.
- 16. 3-16 Figure 3.3 – Process for Analyzing the Factors That Influence Employee Performance and Learning
- 17. 3-17 The Needs Assessment Process (cont.) Cognitive ability includes three dimensions: verbal comprehension, quantitative ability, and reasoning ability. Readability refers to the difficulty level of written materials; readability assessment usually involves analysis of sentence length and word difficulty.
- 18. 3-18 The Needs Assessment Process (cont.) Employees’ self-efficacy level can be increased by: Letting employees know the purpose of training. Providing as much information as possible about the training program and the purpose of training prior to the actual training.
- 19. 3-19 The Needs Assessment Process (cont.) Employees’ self-efficacy level can be increased by: Showing employees the training success of their peers who are now in similar jobs. Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program.
- 20. 3-20 The Needs Assessment Process (cont.) To ensure that the work environment enhances trainees’ motivation to learn: Provide materials, time, job-related information, and other work aids necessary for employees to use new skills or behavior before participating in training programs. Speak positively about the company’s training programs to employees.
- 21. 3-21 The Needs Assessment Process (cont.) To ensure that the work environment enhances trainees’ motivation to learn: Encourage work-group members to involve each other in trying to use new skills on the job. Provide employees with time and opportunities to practice and apply new skills or behaviors to their work.
- 22. 3-22 The Needs Assessment Process (cont.) To determine whether training is needed to solve a performance problem, managers should assess the following: Is the performance problem important? Does it have the potential to cost the company a significant amount of money from lost productivity or customers? Do the employees know how to perform effectively? Can the employees demonstrate the correct knowledge or behavior?
- 23. 3-23 The Needs Assessment Process (cont.) To determine whether training is needed to solve a performance problem, managers should assess the following: Were performance expectations clear (input)? Were there any obstacles to performance such as faulty tools or equipment? Were positive consequences offered for good performance? Was good performance not rewarded?
- 24. 3-24 The Needs Assessment Process (cont.) To determine whether training is needed to solve a performance problem, managers should assess the following: Did employees receive timely, relevant, accurate, constructive, and specific feedback about their performance? Were other solutions such as job redesign or transferring employees to other jobs too expensive or unrealistic?
- 25. 3-25 The Needs Assessment Process (cont.) Task analysis – identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks. Job – specific position requiring the completion of certain tasks. Task – employee’s work activity in a specific job.
- 26. 3-26 The Needs Assessment Process (cont.) Knowledge – includes facts or procedures. Skill – indicates competency in performing a task. Ability – includes the physical and mental capacities to perform a task.
- 27. 3-27 Table 3.6 - Example of the Relationships among a Critical Job Issue, a Critical Process Issue, and a Critical Business Issue
- 28. 3-28 The Needs Assessment Process (cont.) Steps involved in a task analysis Select the job or jobs to be analyzed. Develop a preliminary list of tasks performed on the job by: interviewing and observing expert employees and their managers. talking with others who have performed a task analysis.
- 29. 3-29 The Needs Assessment Process (cont.) Steps involved in a task analysis Validate or confirm the preliminary list of tasks. Once the tasks have been identified, it is important to identify the knowledge, skills, or abilities necessary to successfully perform each task.
- 30. 3-30 Table 3.9 – Key Points to Remember When Conducting a Task Analysis
- 31. 3-31 Competency – areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks. A competency can be knowledge, skills, attitudes, values, personal characteristics. Competency model –identifies the competencies necessary for each job. Competency Models
- 32. 3-32 Table 3.10 - Example of Competencies and a Competency Model
- 33. 3-33 Figure 3.4 - Process Used in Developing a Competency Model
- 34. 3-34 Scope of Needs Assessment Time constraints can limit the length and detail obtained from a needs assessment. A rapid needs assessment refers to a needs assessment that is done quickly and accurately, but without sacrificing the quality of the process or the outcomes. There are seven ways to conduct a rapid needs assessment.