Human Resource Development Strategy and Tactics

1. Human Resource DevelopmentStrategy and Tactics CHAPTER 7: Training and Learning Needs Assessment BUS 314 Spring 2011 Semester 312 Instructor: DR NAILAH AYUB

2. CHAPTER 7: Training and Learning Needs Assessment • Performance Management: strategic and integratedapproach to delivering sustained success to organizations by improving the performance of the people who work in them and by developing capabilities of teams and individual contribution • Manyfactors influence performance • Models to identify whether training is likely to facilitate performance: • Individual model of training: change within the individual • Increased effectiveness model: correct steps for successful training intervention

3. Organizational Objectives and HRD Needs • Aligned objectives for effective development • A good performance management system • identify and link the development needs • Variables having a positive impact on performance • Commitment • Empowerment and involvement • Leadership • Teamwork • Culture • Communications • Flexibility • Learning

4. Individual Model of Training • The Need: when specific individuals are not perceived to be doing their job as effectively as they could. Alternatively, when change occurs • The Individual: • Not motivated to learn • Lack the ability to acquire skills • Lack of equipment upon return from training • Resistant to boss’s perception of their ineffectiveness • Lack time to attend training • Sees no opportunity to practice skills • Face jealousy • Easier to conform to previous performance • Feels needs and expectations were not considered • Finds the new skills incompatible with the job

5. Individual Model of Training • The Training • Inappropriate content and design • Opportunity to practice acquired skills • Inexperienced trainer • Irrelevant examples • Artificial setting • Needs of trainee and the training course (design)

6. Individual Model of Training Change to Individual Knowledge, Skills, and Attitude • Individual improvement depends on: • Quality of training • Individual motivation • Individual’s needs Improvement in Job Performance Increased Organizational Effectiveness

7. Individual Model of Training The Need Increased Organizational Effectiveness Training Improved Job Performance Individual knowledge, skills, or attribute

8. Factors affecting individual job performance Job Design Competition Structure Work Environment Group Process Individual at Work Rewards Systems Technology Management Style Communication Culture Power and Politics

9. The Increased Effectiveness Model of Training • Benefits of training • Increased motivation • Recognition • Enhanced responsibility • Implications for pay and promotion • Personal satisfaction • Career progression opportunities • Improved quality • Availability of staff

10. The Increased Effectiveness Model of Training What do you want to achieve? How would you know if its been achieved? Decide on necessary skills/resources Assess existing skills/resources Train or do something Evaluate

11. Needs Assessment • Commonly used methods: • Interviews • Observation • Self-Assessment Organizational Level Needs • Two types: • Needs arising from collective needs at individual and job level • The knowledge, skills, and attitudes required by workers due to • Policy change • Objectives • New technology • New legislation

12. Needs Assessment • TeamLevel Needs • Team building or teal working • Use explicit knowledge and interaction to arrive at shared understanding • Job Level Needs • Knowledge, Skills, Attitudes • Individual Level Needs • Focus on Self managed learning or Team learning

13. Job Training Analysis (JTA) Approaches • Focus on training requirements • 18 different JTA approaches. Most popular: • Comprehensive Analysis: analytical and time consuming with detailed examination of all facets of a job (for new jobs). • Key Task Analysis: identifies critical or core job tasks essential to competent performance (for complex jobs requiring reflection, creativity, analysis, and problem-solving). Instead of analyzing the whole job, crucial task are identified as- tasks crucial for competent performance, objectives and targets, and key areas.

14. Job Training Analysis (JTA) Approaches • Problem-centered Analysis: focuses on difficulties encountered. Often used with key task analysis • Competence Based approaches: identify how young trainees could be given organizational learning experience • Occupational training families • Key competencies • Transferable learning objectives • Two perspectives on management competencies • Input Perspective: identifies individual characteristics that are necessary to perform effectively • Output perspective: focuses on what high performers achieve- the NVQ approach

15. Job Training Analysis Techniques Belbin’s Team Type Inventory: Most effective teams include 8 team roles • Company worker- a practical organizer • Chairman- Coordinator • Shaper- task leader • Plant- person of ideas • Resource investigator- salesman or diplomat, mr fix-it • Monitor/ Evaluator- analytically intelligent • Team worker- mediator • Completer/ Finisher- Looks over deadlines • ADDITIONAL ROLE: Specialist- Professional expert

16. Job Training Analysis Techniques Anderson & West’s Team Climate Inventory • Measures climate in terms of the different aspects of working together that the team has evolved • Climate: Shared perception of the way things are around here- shared perception of organizational policies, practices, and procedures, both formal and informal

17. Job Training Analysis Techniques • Team Climate Inventory includes measures of • Communication Patterns • Participation • Safety • Cohesiveness • Task Style • Vision • Innovativeness

18. Individual HRD Needs Analysis • to assess an individual’s ability to perform a job effectively • to identify the gap between effective and current performance • Managers can question about jobs, problems, or perceived learning needs • To investigate work methods or work flows • Data to identify patterns and trends

19. Number of Indiv. Needs Analysis methods: 1) Performance Appraisal • Means of rating individual performance, highlighting performance shortfalls and development needs • Means of motivating the individual and gaining commitment and identification with the organization and departmental goals • Types of appraisals: • Self-assessment • Peer assessment • Line management • Upward appraisal • 360-degree feedback

20. Advantages and Disadvantages of Performance Appraisals • Self-assessment: reflect on one’s own needs and HRD requirements • Peer assessment: more comfortable to discuss with colleagues and know each other • Line management: improves commitment and support (vs distrust and apathy) • Upward appraisal: culture of openness and participation (identify needs jointly) • 360-degree feedback: Comprehensive insight (includes all stake holders)

21. Criteria for Performance Appraisal • Results: rated on achievements expressed in well-defined personal or organizational targets • Processes: emphasis on how the outcomes are achieved rather than measurable results • Behavior: performance that is only tangibly connected with results or processes

22. Number of Indiv. Needs Analysis methods: 2) Development Centres • A development centre is a process (not a place) of assessing managerial potential within an organization • Ideal way of conducting in-depth study of potential • Focus on development rather than an appraisal of current performance • Individuals undergo the various exercises, they are observed by a trained team of assessors. Performance on exercises is rated against a number of pre-determined dimensions. • The competence approach underlies many development centre designs, focusing on inputs or outputs. Many companies focus on inputs to assess • Reasoning, strategic awareness, Customer orinetation, interpersonal skills, leadership, flexibility, creativity and innovation

23. Development Centres • Often used for managers only • It is essential to validate any development centre by correlating development centre performance with future behavior • If too many competencies are assessed then becomes potentially invalid (exercise effect) • Feedback must be linked to assistance in developing areas identified as weak

24. 3) Self-Assessment • Central to learning organization is: ongoing self-analysis and development • Numerous self-assessment tools with a focus on individual style and orientation (e.g., Learning Style Questionnaire by Honey & Mumford, 1992; Belbin Team-Type Inventory; Anderson & West Team Climate Inventory)

25. 4) Psychometric Tests • Psychometric= mental measurement • Psychometric test- procedure for evaluating psychological functions • Distinction between test of maximum performance (test of intellectual ability) and test of habitual performance (measure of personality) • Qualities of a sound test: • Reliability • Validity • Objective Scoring • Standardization • Appropriate Norms

26. Integrated Individual and Organizational Solutions • Consider the expectations and aspirations of the individual alongside the requirements of the organization because they are mutually beneficial • Ensure flexibility and continuous development • Three areas to consider for HRD function: • The need for the organization to acquire the skills it requires • The satisfaction of the individuals’ aspirations • Genuine acceptance by management that the second is a pre-requisite of the first

27. Integrated Individual and Organizational Solutions • Two important points to consider: • Individuals are more interested in their own jobs and careers, but need to accept that development will be paid for by the mployer • The organization will be more interested in its long-term survival, which will ultimately take precedence over the aspirations of individuals • Decentralize to produce smaller business