CHAPTER 3 determine the appropriate type, level, and

frequency of training.
Needs Assessment - Process used to
determine whether training is necessary. Organizational Analysis - Determine the
appropriateness of training, given the company’s
Why is Needs Assessment Necessary business strategy and resources.
/situation that could occur if need assessment is not
properly conducted.  The company’s strategic direction
 Training may be incorrectly used as a  Support of managers, peers, and
solution to a performance problem employees for training activities
 Training programs may have the wrong  Training resources
content, objectives, or methods
 Trainees may be sent to training programs Person Analysis - Determines whether
for which they do not have the basic skills, performance deficiencies result from a lack of
prerequisite skills, or confidence needed to knowledge, skill, or ability, who needs training and
learn employee readiness for training.
 Training will not deliver the expected
learning, behavior change, or financial  Readiness for training
results that the company expects o Employees have the personal
characteristics necessary to learn
Causes of Needs Assessment program content and apply it on the
 Legislation job
 Lack of basic skills o The work environment will facilitate
 Poor performance learning and not interfere with
 New technology performance
 Customer requests o This process includes evaluating
 New products person characteristics, input, output,
 Higher performance standards consequences, and feedback
 New jobs o A major pressure point for training is
substandard or poor performance
Outcomes of Needs Assessment
 What trainees need to learn Process for Analyzing the Factors That
 Who receives training Influence Employee Performance and Learning
 Frequency of training
 Selection or job redesign 1. Person Characteristics
 How training should be evaluated
 Basic Skills - Skills that are necessary
Who Should Participate in Needs Assessment for employees to perform on the job and
learn the content of training programs
 Subject-Matter Experts (SMEs) - successfully.
Employees, academics, managers,
technical experts, trainers, and even o Cognitive Ability - Trainees’
customers or suppliers. level of cognitive ability also can
influence how well they can learn
 Job Incumbents - Employees who are in training programs.
currently performing the job. o Reading Ability (Readability) -
Difficulty level of written
Methods Used in Needs Assessment materials.
 Focus Groups - Type of SME interview that  Self-Efficacy - Employees’ belief that
involves a face-to-face meeting with groups they can perform their job or learn the
of SMEs in which the questions that are content of the training program
asked relate to specific training needs. successfully. Employees’ self-efficacy
level can be increased by:
 Crowdsourcing - Asking a large group of
employees to help provide information for o Letting employees know the
needs assessment that they are not purpose of training
traditionally asked to do. o Providing as much information
as possible about the training
 Benchmarking - Using information about
program and the purpose of
other companies’ training practices to help
 training prior to the actual  Norms - Accepted standards of
training behavior for workgroup members.
o Showing employees the training
success of their peers who are 4. Consequences - Type of incentives that
now in similar jobs employees receive for performing well.

 Awareness of Training Needs, Career 5. Feedback - Information that employees

Interests, and Goals - Managers receive while they are performing.
should communicate the link between
training and improvement of skill 6. Motivation to Learn - Trainees’ desire to
weaknesses or knowledge deficiencies. learn the content of training programs.
To ensure that the work environment
enhances trainees’ motivation to learn: Determining Whether Training is the Best
Solution
o Provide materials, time, job-
related information, and other  If employee lack the knowledge and skill to
work aids necessary for perform a job and the other factors are
employees to use new skills or satisfactory, training is needed
behavior before participating in
training programs  If employees have the knowledge and skill
o Speak positively about the to perform but input, output, consequences,
company’s training programs to or feedback is inadequate, training may not
employees be the best solution

 Age and Generation Task Analysis - Identifies the important tasks

and knowledge, skills, and behaviors that need to
o Millenniums and Generation Y be emphasized in training for employees to
- Optimistic, willing to work and complete their tasks.
learn, and technology-literate
Job - Specific position requiring the completion of
o Gen Xers - Need feedback and certain tasks.
flexibility, they dislike close
supervision Task - Employee’s work activity in a specific job.

o Baby Boomers - Competitive, Knowledge - Includes facts or procedures.

hardworking, and concerned that
all employees be fairly treated Skill - Indicates competency in performing a task.

o Traditionalists - Patriotic and Ability - Include the physical and mental capacities
loyal, great deal of knowledge of to perform a task.
the history of organizations and
work life Steps Involved in a Task Analysis

2. Input  Select the job or jobs to be analyzed

 Develop a preliminary list of tasks
 Situational Constraints - Include lack performed on the job
of proper tools and equipment, materials  Validate or confirm the preliminary list of
and supplies, budgetary support, and tasks
time.  Once the tasks have been identified, it is
important to identify the knowledge, skills,
 Social Support - Managers’ and peers’ or abilities necessary to successfully
willingness to provide feedback and perform each tasks
reinforcement.
Competency Models - Identifies the
3. Output competencies necessary for each job.

 Trainees need to understand what Used for:

specifically they are expected to learn in  Performance management
the training program  Identifying the best employees to fill open
positions
Process Used in Developing a Competency
Model

 Identify business strategy and goals

 Identify jobs, positions, or job families
 Conduct interviews and focus groups with
top performers
 Develop competencies and a competency
model
 Validate and review the model

Competency Model Are Useful for Training and

Development in Several Ways:

 Identify behaviors needed for effective job

performance
 Evaluate the relationship between the
company’s current training programs and
present needs
 Provide a framework for ongoing coaching
and feedback to develop employees for
current and future roles
 Help in succession planning
 Help integrate and align the company’s HR
systems and practices

Scope of Needs Assessment

Rapid Needs Assessment - Needs assessment
that is done quickly and accurately, but without
sacrificing the quality of the process or the
outcomes.

Ways to Conduct Rapid Needs Assessment

 Scope of needs assessment depends on

the size of the potential pressure point
 Consider using already available data
collected for other purposes
 If business problems, technological
developments, and other issues facing the
organization are attuned to, training needs
can be anticipated