Mid term 545

Short questions

1. Can deficiency of an employee be computed?

Employee’s performance deficiency can be computed as follows:

Training and development need=Standard. Via these process tried to rectify the differences in
between organizations expectation with employees actual perforamcne).

=Performance (SP)-Actual Performance(AP)

With this formula HR can roughly compute employees performance deficiency.

Say, standard performance=performing a job

100 % efficiently and up to the satisfaction of your authority/supervisor. If a newly appointed

employee cannot perform his/her job 100%, but can only perform 40% then:

100%(SP)-40%(AP)=60% meaning he/she is deficient in performing the task/job at that

percentage and not at the standard level.

* By increasing his/her knowledge, skill, ability through training he/she can try to make up this
deficiency partially or fully in the area of his/her interest.
 2. Essential features of training, 5 points

Training has to be :

Systematic & Planned aligned with organizational objectives Training must have sequence of
steps:

The common steps are:

1.Determining training needs- tried to rectify the common training needs especially
(knowledge gap) and based on that information design training strategy.

2.Defining precisely training objectives- tried to rectify the training objectives and outcomes.
Like which specific improvement the company may improve from this training program.

3.Designing the training program, specifying the methods & techniques to be deployed. After
design before implementation tried to recheck and evaluate its consequences.

4. Implementing the program- after final evaluation execute the training program

5. Evaluating the program- after implementation if the hr management team didn’t found any
positive changes they may evaluate and changes the training methods. Sometimes they did via
internal discussion sometimes they did via concern employees.

Carrying out any modifications ,if necessary.

Things to remember for Development in training:

Learning is a continuous process- there is no “ending” word in corporate, technical sector. Via
training program employee get the opportunity to learn new thing.

There’s always scope for improvement – during training time employee got the opportunity to
develop himself (especially their weak points).

It is a hard job- sometimes to design an appropriate training program is really tough task.

It requires planning and setting up goals- during training set up time always concern about
the core objectives and outcomes so that the strategy planner may able to take the right decisions.
Review of past performance & appraisal of present performance by superior- these way the
trainer may evaluate the employee before and after training changes.

3. Key elements of effective TNA 7 points

Professional trainers doing the analysis using credible data- before implementation tried to
analysis its effectiveness, consequences so that the trainers can evaluate their after training
improvement.

Following a structured methodology- during implementation analysis time tried to followed

proper structural methods so that the training will be fruitful and actually helps to improve the
employees performance.

Linking training needs with business objectives- during designing time tried to linked up the
training outcomes with business objectives like how this training improve employees
performance and how it helps to achieve objectives.

Justifying cost to the likely benefits- via these way the trainer justified does their proposed
training an costs are justified or not. During designing time tried to use the simplest and cost
effective methods so that the organization ensure better output from least costs.

Gaining the commitment of the top management- after design and before implementation
tried to discuss with the top management so that they may change/modified their training
program.

Involving employees and their superiors- tried to communicate with the employees and
supervisor so that during training program time will consider their needs and limitations. When
the trainers design via concern the limitations the training succession rate getting high. When the
trainers discuss with the employee the employee felt honored and show positive attitude during
training time.

Communicating effectively with all those involved- tried to communicate properly so that the
training will be successful. A successful training program shown training developer succession.
 4. Selecting training methods:
On the job training (slide-2) training names

Self-instruction training

These are employee training and development courses that can be accessed at any time by
the trainees, and they go through the courses at their own pace. These courses are great
because they are often mobile compatible, easy to scale for the company and allow
employees to train at their own pace.

Job rotation

It involves employees doing different jobs and learning the processes and procedures that
go along with them. Job rotation training provides employees with the knowledge of the
entire process so they can turnover shifts properly.

Orientation

Orientation is a very common type of on-the-job training that is used in most workplaces
Whenever employees start a new job, they will need to get oriented to the environment
and all the processes and procedures involved with the job. It allows the employees to get
to know their supervisors and human-resources better during this training program. In
addition to that, some companies include information such as benefits, the company’s
culture, the company’s policies and some paperwork.

Committee assignments

When employers have talented employees that they want to get more knowledge, they
can assign them to committees tasked with solving problems faced by the organization.
Members of the committee will work together to achieve a common goal, and this will
help to build team spirit while exposing them to new experiences that will either teach
them new lessons or new approaches to solving problems.
Delegation

Delegation occurs when a superior assigns responsibilities of a particular task to an

underling and provides them with the authority to complete the task autonomously.

Refresher training

Refresher training courses are courses that serve to refresh employees’ knowledge on
particular procedures learned and can also be used to teach new ways of doing an old
task.

Shadowing

When a new employee or transferred employee goes through a shadowing process,

someone who is very good at the job shows the new employee what to do, and then they
will allow employees to try. Throughout a shadowing process, the more knowledgeable
employee usually provides suggestions and feedback to help the process along.

Co-worker training

Employees involved in co-worker training are pretty much-receiving knowledge from

colleagues who are doing the same job they are expected to do. This type of mentoring is
unique because there is no hierarchy, just trained employees making each other better.
 Broad Questions
1. Benefits of training – 10,7, 7 points. How the org.,individual, which in turn helps the
org?

1.How training benefits the organization. Benefits to the individual which in turn should
ultimately benefit the organization.

Benefits in Personnel and Human Relations, Intragroup and Intergroup Relations and
Policy Implementation.

How training benefits the organization

 Improves the job knowledge and skills at all levels of the organization
 Improves the morale of the workforce
 Helps create a better corporate image
 Improves relationship between boss and subordinate
 Aids in organizational development
 Aids in understanding and carrying out organizational policies
 Provides information for future needs in all areas of the organization
 Organization gets more effective decision-makingand problem solving skills
 Aids in increasing productivity and/or quality of work
 Helps cost reduction in many areas, e.g. production, personnel, administration etc.
 Develops a sense of responsibility to the organization for being competent and
knowledgeable
 Improves labor-management relations
 Creates an appropriate climate for growth, communications
 Aids in improving organizational communication
 (There are many other benefits)

Benefits to the individual which in turn should ultimately benefit the organization

*Helps the individual in making better decisions and effective problem solving

* Aids in encouraging and achieving self-development and self-confidence

* Helps a person handle stress, tension, frustration and conflict

* Provide information for improving leadership, knowledge, communication skills and attitudes

* Increases job satisfaction and recognition

* Develops a sense of growth in learning

 Helps eliminate fear in attempting new tasks

Benefits to the individual which in turn should ultimately benefit the organization

 Helps the individual in making better decisions and effective problem solving
 Aids in encouraging and achieving self-development and self-confidence
 Helps a person handle stress, tension, frustration and conflict
 Provide information for improving leadership, knowledge, communication skills and
attitudes
 Increases job satisfaction and recognition
 Develops a sense of growth in learning
 Helps eliminate fear in attempting new tasks

Benefits in Personnel and Human Relations, Intragroup and Intergroup Relations and
Policy Implementation

 Improves communication between groups and individuals

 Aids in orientation for new employee and those taking new jobs through transfer or
promotion
 Provides information on other government laws and administrative policies
 Improves interpersonal skills
 Makes organizational polices, rules and regulations viable
 Builds cohesiveness in groups
 Provides a good climate for learning, growth and coordination
 Makes the organization a better place to work and live
 3. Types of needs-Demographic, diagnostic, analytics, compliance, others

Focusing only on performance deficiency in needs analysis is too restrictive. There are other
possible ways of looking at training needs. These are democratic needs, diagnostic needs,
analytic needs and compliance needs.

DEMOCRATIC NEEDS

Democratic needs are options for training/HRD that are preferred, selected or voted for by
employees or managers or both. Programs that address these needs are likely to be accepted and
desired by organization members. Therefore, democratic needs can be used to build support for
HRD programs.

DIAGNOSTIC NEEDS

Diagnostic needs focus on the factors that lead to effective performance and prevent performance
problems, rather than emphasizing on existing problems. Diagnostic needs are identified by
studying the different factors that may affect performance. The goal is to determine how
effective performance can be obtained.

ANALYTIC NEEDS

Analytic needs identify new and better ways to perform a task. These needs are generally
discovered by intuition, insight or expert consideration.

COMPLIANCE NEEDS

Compliance needs are those mandated by law. This category of needs most often deal with
mandated training programs such as safety training, prevention of sexual harassment programs,
training for implementation of reservation policy, training under the Apprentice Act etc.

OTHER TYPE OF NEEDS

Training needs can also be classified as normative needs(a need compared to a standard), felt
need (why individuals think they want to learn), expressed/demanded need (based on the
demand and supply gaps of knowledge and skill), comparative need (compared to others there is
a need) and anticipated future need (based on projected future demand).
4. Components of needs analysis,personal ,task,strategic or
6 components of needs analysis.

Training or HRD needs assessment generally involve 3 components, namely:

Strategic/Organizational analysis
Organizational Analysis suggests where in the organization, training is needed and under
what condition it will occur.
It is the process used to better understand the characteristics of the organization to
determine where training efforts are required and the conditions within which they will be
conducted.
The purpose of this analysis is to examine the organization, unit or department and
determine its basic business strategy, objectives and goal.
Organizational analysis must also take into account:
-The product and market diversification plans,
-Growth plans in terms of volumes and geographical spreads,
-Modernization and computerization plans,
-Outsourcing and contracting issues,
-Quality improvement,
-Cost-cutting and
-Profit maximization proposals.

The organizational analysis methods depend on the particular organization.The sources for
organizational analysis may include:
a)Human resource inventions,
b)Skills inventories,
c)Organizational climate measures,
d)Efficiency indexes,
e)Business policy guidelines and
f)Current performance data.

Task analysis
Task analysis explains what must be done to perform a job or complete a process
successfully. Task analysis (also called knowledge, skill and attitude [KSAs] analysis)
means detailed examination of a job role to find out what are the knowledge, skill,
attitudes, motives, values and self concept needed in people for superior or effective
performance.
Task analysis is the systematic collection of data about a specific job or group of jobs to
determine what an employee should be taught to achieve optimal performance. The results
of a task analysis typically include the appropriate standards of performance, how tasks
should be performed to meet these standards and the knowledge, skills, abilities and other
characteristics
that employees need to possess in order to meet the standards.
The process of task analysis may involve job analysis, job specification and task
identification. Job analysis, job evaluation, job description and job specifications can yield
substantial information about the tasks and their significance. Role holders, their
supervisors, consultants and persons known to be superior performers in the concerned
jobs can give valuable information to find out capability gaps for successful performance
of the said jobs.

Records of competency profiling and assessment centre can also add value to task
analysis.
There are 4 steps involved in task analysis which are given below:

Develop a list of task statements: Using observation, interviews and other techniques,
develop a list of tasks performed in a given job.

Develop a list of task clusters: Task clustering means segregating tasks into groups in
accordance with their similarities

Develop a list of KSAs: Identify the knowledge, skill and attitude required for superior
performance.

Assess the importance of tasks: Which of the tasks are most critical for successful
performance of a job role, and the difficulties involved in mastering them
Person analysis
Person analysis intends to find out who needs to be trained and what kind of training they
need. Person analysis is aimed at finding out the individual capabilities in terms of
knowledge, skill, attitude, motive and self-concept against the requirements for successful
performance of a given job role.
Person analysis is done individually. It addresses the question of whether certain
employees are deficient in the required capabilities/KSAs, and whether training would
treat such deficiencies.

Performance appraisal reports, 360-degree feedback, observations of immediate supervisor

and self-perception needs of the employees are the important sources of data for person
analysis.
 6 components of needs analysis.
SIX COMPONENT ANALYSES OF NEEDS
Context Analysis:

Context Analysis: this involves an analysis of the business context or reasons for which the
training is desired.
A context training needs analysis will help define what the clients hope to accomplish through the
training.
• In this initial phase, a learning programme designer consults decision-makers, tried to rectified
their desire and based on that need to design the training program from which the organization
will get maximum output.

Participants’ Analysis:
It is a critical step in training needs analysis. Learners and trainers will access the programme in
whatever format like a classroom setting, a self-study programme, an action-centered or
experiential learning programme or a multimedia format.
 Participant training needs analysis should also gather crucial information pertaining to learning
styles.

Work Analysis: it is an analysis of the tasks being performed. It involves examining:-

 Activities, tasks and roles of the job
 The competency requirements for effective performance
 It seeks to specify the main duties and skill level required
 Work analysis helps in ensuring that a given training method and context are aligned with the
relevant job role.

Content Analysis: This involves analysis of documents, manuals, laws or procedures used in a job. It
answers the questions about; what knowledge or information is used on the job successful
performance? It is important that contents of the training does not conflict with or contradict job
requirements. At the same time, all the rules and procedures of performance are fully incorporated in
the training program.

Content training needs analysis helps to establish a logical flow (teaching people to walk before
implement), ensures that definitions are found for key terms (sometimes experts assume that everyone
knows key terms), groups the data into digestible parts (if the material is easy to follow, participants will
feel comfortable with it) and ensures that the level and clarity of the training content are appropriate to
the needs of the users-as established in the user training needs analysis.

Suitability Analysis: This is the analysis whether training is the desired solution. Training is one of
several solutions to performance problems. However it may not always be the best solution. It is
important therefore to determine if training is the right solution for a particular organizational problem.
Is non-performance due to a lack of knowledge and skills or are there other reasons? This is the essential
question of a suitability training needs analysis.

Training is often seen as a quick fix for changing individual and organizational performance, but in reality
the impact of training is limited to providing knowledge and skills and practice to develop them.

For example, training will not render competent those employees who simply do not have the capacity
to learn to do a given task, the key reason why capability assessment and psychometric tests are
performed.

Cost-Benefit Analysis: It is the analysis of the return on investment (ROI) of training. Effective training
should result in a return of value to the organization that is greater than the initial investment to
produce or administer the training.

In a cost-benefit training needs analysis, a course designer takes a long, hard look at the financial side of
training, to determine whether training makes economic sense.

Before we can accurately forecast the costs of training, we need to know details about the design
process proposed, the learning methods, the participants, and compensation packages of people
associated with the training programme.

We also need to know the bottom –line benefits of similar programmes, since this information will help
us forecast benefits from the proposed programme.

In the real workplace scenario, a cost-benefit training needs analysis would compare the costs of
designing and delivering the training to such variables as the savings resulting from reducing the number
of harassment complaints, or the number of workplace accidents.

Training or HRD needs assessment generally involve 3 components, namely:

With work training needs analysis, preparing course content in the language, metaphors and
projects of the workplace, will make it concrete and easier to learn.
Strategic/Organizational analysis
Organizational Analysis suggests where in the organization, training is needed and under what
condition it will occur.
It is the process used to better understand the characteristics of the organization to determine
where training efforts are required and the conditions within which they will be conducted.
The purpose of this analysis is to examine the organization, unit or department and determine its
basic business strategy, objectives and goal.
Organizational analysis must also take into account:
-The product and market diversification plans,
-Growth plans in terms of volumes and geographical spreads
-Modernization and computerization plans,
-Outsourcing and contracting issues,
-Quality improvement,
-Cost-cutting and
-Profit maximization proposals.

The organizational analysis methods depend on the particular organization.The sources for
organizational
analysis may include:

a)Human resource inventions,

b)Skills inventories,

c)Organizational climate measures,

d)Efficiency indexes,

e)Business policy guidelines and

f)Current performance data.

Task analysis

Task analysis explains what must be done to perform a job or complete a process successfully.
Task analysis (also called knowledge, skill and attitude [KSAs] analysis) means detailed
examination of a job role to find out what are the knowledge, skill, attitudes, motives, values and
self concept needed in people for superior or effective performance.

Task analysis is the systematic collection of data about a specific job or group of jobs to
determine what an employee should be taught to achieve optimal performance. The results of a
task analysis typically include the appropriate standards of performance, how tasks should be
performed to meet these standards and the knowledge, skills, abilities and other characteristics
that employees need to possess in order to meet the standards.

The process of task analysis may involve job analysis, job specification and task identification.
Job analysis, job evaluation, job description and job specifications can yield substantial
information about the tasks and their significance. Role holders, their supervisors, consultants
and persons known to be superior performers in the concerned jobs can give valuable
information to find out capability gaps for successful performance of the said jobs.

Records of competency profiling and assessment centre can also add value to task analysis.
There are 4 steps involved in task analysis which are given below:
 Develop a list of task statements: Using observation, interviews and other techniques, develop a
list of tasks performed in a given job.

Develop a list of task clusters: Task clustering means segregating tasks into groups in accordance
with their similarities

Develop a list of KSAs: Identify the knowledge, skill and attitude required for superior
performance.

Assess the importance of tasks: Which of the task are most critical for successful performance of
a job role, and the difficulties involved in mastering them
Person analysis
Person analysis intends to find out who needs to be trained and what kind of training they need.

Person analysis is aimed at finding out the individual capabilities in terms of knowledge, skill,
attitude, motive and self-concept against the requirements for successful performance of a given
job role.
Person analysis is done individually. It addresses then question of whether certain employees are
deficient in the required capabilities/KSAs, and whether training would
treat such deficiencies.

Performance appraisal reports, 360-degree feedback, observations of immediate supervisor and

self-perception needs of the employees are the important sources of data for person analysis.

5. What are the managerial on the job training?

From time to time managers are also imparted various types of training to augment their knowledge,
skill and efficiency to discharge their responsibility more successfully and to guide their subordinates
effectively. When a manager became more trained up they may easily rectify their subordinates needs
and based on that they may design training program.

On-the-Job training is not just for non managers. Managerial on-the-job training methods include job
rotation, the coaching/understudy approach, and action learning.

Job Rotation: Job rotation means moving management trainees from department to department to
broaden their understanding of all parts of the business and to test their abilities. The trainee often a
recent college graduate-may spend several months in each department. The person may just be an
observer in each department, but more commonly gets fully involved in its operations. The trainee thus
learns the department’s business by actually doing it, while discovering what jobs he or she prefers.

3 training and focus on Action learning

Assigning the teams real world business problems that extend beyond their usual areas of expertise;
And structured learning through coaching and feedback.

The employer’s senior managers usually choose the projects and decide whether to accept the teams’
recommendations.

Pacific Gas & Electric Company (PG & E) uses an approach it calls Action-Forum Process. The idea of the
Action-Forum Process is to focus on relatively narrow issues that the employees already know the most
about. The program has reportedly been a success. In three years, PG & E hosted almost 80 Action-
Forums and saved more than $270 million as a result ofthis training program.

The Action-Forum Process has three phases:

(1) a “framework” phase of six to eight weeks-this is basically an intense planning period during which
the team defines and collects data on an issue to work on;

(2) The Action-Forum itself-two to three days at PG&E’s learning center discussing the issue and
developing action-plan recommendations; and

(3) accountability sessions, when the teams meet with the leadership group at 30, 60, and 90 days to
review the status of their action plans and to make any necessary changes.