JH 601

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JH 601

• WEEK 3
• HRD needs identification

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5.3
The importance of HRDNI

• Should not be dismissed as an unnecessary and
  time-consuming activity.
• Learning programs must be designed to achieve
  goals that meet certain learning outcomes.
• A conventional HRDNI allows the legitimate
  system to manage the day-to-day activities and
  to audit the new ideas discovered by the shadow
  system.

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HRDNI Defined

• An HRDNI is a process that identifies the gap
  between what is currently happening and what
  should be occurring.
• CATEGORIES
• a performance deficiency
• a diagnostic audit
• a democratic preference
• a pro-active analysis
• CAUTION! A HRDNI is part of a general needs
  analysis. HRD will not fix everything.

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Needs Analysis

• Identify specific job performance skills needed
  to improve performance and productivity
• Analyse the audience to ensure that the program
  will be suited to their specific levels of
  education, experience, and skills, as well as
  their attitudes and personal motivations
• Use research to develop specific measurable
  knowledge and performance objectives

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Training Needs Analysis

• Identifying gaps in skills/knowledge
• Identifying what will be required for new role
  versus that required in current role
• New employees
• Position description - job requirements
• Contrast employee skills/knowledge with job
  requirements
• Current employees
• Identify performance deficiencies
• Determine whether training would remove/reduce
  deficiency

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Skills Analysis

• Identifies skills possessed, even if not used in
  current role
• May eliminate/reduce need for training when new
  machinery, processes are introduced
• May reduce training, recruitment and selection
  costs

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Training/Learning Objectives

• Describes what you want learners to be able to do
  on completion of the training
• May require learners to develop several new
  skills (or knowledge), building to the objective
  of the training program
• Three components
• Performance
• Standard
• Conditions

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Purpose of a HRDNI

• A HRDNI can identify
• an organisations goals and its effectiveness
• discrepancies between employees skills and the
  skills required
• discrepancies between current and future skills
• conditions under which the HRD activity will
  occur.

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• Questions such as
• What is going well? What needs improvement?
• Who needs to be developed? How do they prefer to
  learn?
• What resources are needed? What is the overall
  time frame?
• What are the organisational political
  ramifications?

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5.9
Organisational Awareness
The surveillance stage constantly scanning the
internal and external environment. This provides
early indicators of HRD requirements. The
external environment is monitored via the
organisational strategic planning process.
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• The internal environment is monitored by tapping
  into the organisational information systems, such
  as
• the quality control system
• the financial system
• staff turnover and sick leave figures
• safety reports
• the performance appraisal system.

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5.11
The Investigation Stage

• Once the early warning of an opportunity or
  problem is received, the HR developer then
  commences a specific investigation.
• The investigation stage is in two parts
• gathering the data and then
• analysing the data.

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5.12
Data Gathering

• Three of the most common data gathering methods
  for the investigation stage are interviews, focus
  groups and questionnaires. These will be
  discussed in more detail later in the semester.
• Other data gathering techniques include
• organisational records
• observation
• assessment centers
• critical incident technique.

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5.13
Data Analysis
Once the data has been gathered, the information
has to be analysed. The analytic technique used
depends on the type of data gathered whether it
is qualitative or quantitative. This will be
discussed further later in the semester
qualitative data analysis after discussing
interviews and focus groups, and quantitative
data analysis after discussing questionnaires.
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• However, the overall aim of the data analysis
  stage is to identify the key outcomes expected of
  the HRD intervention. These key outcomes have
  been called, variously, learning objectives,
  competencies and learning outcomes.
• Learning objectives, competencies and learning
  outcomes have a pivotal role in the other three
  stages of HRD.

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5.14
Key Outcomes

• Learning objectives (training objectives) are
  the oldest form of key outcomes. They consist of
• a terminal behaviour statement, which describes
  the observable behaviour the learner must
  demonstrate at the end of the learning period
• a statement of standards, which describes how
  well the learner should perform the terminal
  behaviour
• a statement of conditions under which the test
  will take place.
• Repair a Barthon-Lewis press drill in 20
  minutes using only hand tools.

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5.15
Key Outcomes
Competencies have become more popular in the
workplace over the last decade. A competency
statement was originally intended to cover a
combination of skills, knowledge, abilities and
attitudes. It was also expected to be tested in
the workplace several times. More recently, there
have been a number of concerns raised about
competencies. Both learning objectives and
competencies are more useful in instrumental
learning.
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5.16
Key Outcomes
When communicative and emancipatory learning are
involved it has become customary to describe the
results of the learning as learning outcomes.
Learning outcomes subsume a number of highly
interactive and complex skills, knowledge and
abilities. Accordingly, they are sometimes called
integrative competencies. Positively handle
conflict situations in the workplace.
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5.18
The Investigation Plan

• Before an investigation is undertaken, a
  realistic action plan should be formulated. This
  plan should consider
• an operational base
• an authority base
• identification of the key role players
• the initiator
• the decider
• the loose connections

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• identification of other sources of information
• review of appropriate investigation methods
• establishing appropriate time frames
• allowing time for the analysis of data and
  writing the report.

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5.20
Selecting an HRDNI Method

• Selecting an HRDNI method is a complex decision.
  However, two parameters can provide some initial
  logic to the choice
• the strategic orientation of the organisation
  (see Chapter 4).
• the advantages and disadvantages of the HRDNI
  methods (see Table 5.2 on page 123 of the text).

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5.22
FACE VALUE ?

• Particularly when gathering data in an HRDNI, the
  investigator should be wary of initial
  impressions of both the data and the people
  involved. There are three forces to be aware of
• organisational politics
• espoused theory vs theory-in-action
• organisational defence mechanisms
• Remember, there are old investigators and there
  are bold investigators, but there are no old,
  bold investigators! Good judgement and good
  investigative skills are needed.

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5.24
The HRDNI Report

• The end result of gathering and analysing the
  data is the HRDNI report. The HRDNI report should
  include
• an explanation of the reason for the HRDNI
• a description of the investigator
• a description of the investigative processes used
• a definition of the identified learner population

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• a definition of the learning outcomes and
  learning objectives
• a justification for the need for the learning
  experience
• information to assist with the later design of
  the learning experience (e.g. the curriculum, the
  type of HR developers needed, the locations, the
  required resources)
• a plan for the evaluation.

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5.26
The need for HRDNI

• Some reasons offered for NOT doing HRDNI include
• it is a difficult and time-consuming process
• action is valued over research
• fads appear to be a more attractive option
• it is perceived as costly.

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• These are fallacious arguments. HRDNIs should be
  conducted because
• it is a dynamic and continuous process
• the investigation stage is a means to an end
• it is an investment of resources to increase
  efficiency and effectiveness
• it decreases the risk of inappropriate action.

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Thanks for your attention!