Effective Training: Systems, Strategies and Practices, 4th Edition

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Effective Training Systems, Strategies and
Practices, 4th Edition

• Chapter Four
• P. Nick Blanchard and James W. Thacker

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Page 95 Analysis Phase
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Page 100 Model of Process When Performance
Discrepancy Is Identified
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Model of Process When Performance Discrepancy Is
Identified Part 2 of 2
Performance discrepancy is worth fixing AND is
due to a KSA deficiency
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Page 101 Where, oh where do I find
data for locating gaps in performance?
Sources of Data Implications for Training Needs Examples
1. Organizational Goals This source suggests where training emphasis should be placed. Maintain a quality standard of no more than one reject per thousand.
Objectives and budget This 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. 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. 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
Sources of Data Implications for Training Needs Examples
b. Grievances 70 of the grievances are related to the behaviors of 6 supervisors.
c. Turnover
d. Absenteeism High absenteeism for clerical staff
e. Suggestions
f. Productivity
g. Accidents Accident rate for line workers increasing
h. Short-term sickness Line workers attitude toward teamwork is poor.
i. Attitude surveys Surveys are good for locating discrepancies between organizational expectations and perceived results. Surveys 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
Sources of Data Implications for Training Needs Examples
4. Analysis of Efficiency Indexes
a. Cost of labor Labor costs have increased by 8 in the last year.
b. Quality of product Number of rejects has increased by 30 since the new batch of workers began.
c. Waste Wasted 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
Sources of Data Implications for Training 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. 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 Objectives What are the goals
and objectives of the organization How much
money has been allocated to any new
initiatives Is there general understanding of
these objectives
Top management Relevant department managers,
supervisors and incumbents
Social Influences What 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 management Relevant 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
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 management Relevant department managers,
supervisors and incumbents
Job Design How 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
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What Do You Ask and Of Who Part 3 of 3
What to Ask About Who to Ask
Job Performance How 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?
Relevant supervisors and incumbents
Methods and Practices What are the policies/
procedures/rules in the organization. Which if
any inhibit performance
Relevant department managers supervisors and
incumbents
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Data Sources For Operational Analysis Part 1 of
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Sources for Obtaining Job Data Training Need Implications Practical Concerns
1. Job Descriptions This source outlines the jobs 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..
 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
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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
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
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Worker Oriented Approach Information Input-Part
1 of 2
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
Code Importance to This Job (1) N Does not
apply 1 Very minor 2 Low 3 Average 4
High 5. 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.).
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
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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 Its a
  generic form you can modify it as you wish
• .

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Example of Task Analysis Results form-Part 1 of 2
 Job Title ___________________ Specific duty
_____________
HRD Professional
Task Analysis
  Knowledge and Skills Tasks Subtasks
Required _________________ ______________________
__________________________

• 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
  others
• Record neatly

2. List subtasks 1. Observe behavior List all
remaining acts Classify behavior 2.
Select verb State correctly Have
grammatical skill   3. Record
behavior Record so it is neat and
understood by others
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Example of Task Analysis Results Form -Part 2 of 2

• Job Title _HRD Professional______ Specific duty
  __Task Analysis______

Knowledge and Skills
Tasks Subtasks
Required

3. List Knowledge 1. State what must
be Classify all information
known 2. Determine complexity Determin
e whether skills represent a series of
skill of acts that must be learned in a sequence
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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
Data Sources for Obtaining Data Training Need Implication Remarks
1. Supervisor Performance Appraisals 2. Performance Data Productivity Absenteeism and tardiness Accidents Grievances Waste Product quality Downtime 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.


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Data Sources for Person Analysis Part 2 of 5
Data Sources for Obtaining Data Training Need Implication Remarks

• 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

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Data Sources for Person Analysis Part 3 of 5
Data Sources for Obtaining Data Training Need Implication Remarks

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
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
Data Sources for Obtaining Data Training Need Implication Remarks
7. Devised Situations Role-play Case study Business games In basket Certain knowledge, skills, and of attitudes are demonstrated in these techniques. Useful, but again, care in development of scoring criteria is important
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
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Data Sources for Person Analysis Part 5 of 5
Data Sources for Obtaining Data Training Need Implication Remarks
9. Coaching Similar to interview one-to-one. Must choose coaches carefully and train them if you want them to be effective
10. MBO or Work Planning Provides actual performance data on a recurring basis related to individuals goals Good process when implemented properly