Organizational Analysis. Operational Analysis. Person Analysis.

Organizational Analysis. Operational Analysis. Person Analysis.
Levels of Analysis
• Discuss the differences between, and the relationship among, the following levels of analysis:
• organizational analysis
• operational analysis
• person analysis.
Do more than provide a basic definition.
• Generate at least two important questions to ask when conducting each level of analysis.
• Identify at least two techniques, sources of data, or methods to collect data for each level.
Use this week’s lecture as a foundation for your initial post. Use at least one additional scholarly
source to support your discussion.
Week 2 Lecture
This week you will learn about training needs analysis (TNA). Last week you learned theories of
motivation and how to integrate various theories to design effective and engaging training. The
ultimate goal of training is to enhance performance and achieve organizational strategic goals. You
participated in the self-introduction, discussions about training preferences, learning, and
motivational theories. The MHC case study in Chapter 2 of the Blanchard and Thacker (2013) text
provided an example of analyzing an organization using systems thinking to gain a holistic view of
how training is aligned with its organizational strategic goals.
While you read the required literature for this week, think critically. Why is a needs assessment
required prior to training design? How do we identify the gaps between actual performance and
expected performance? The training gap identification process is called needs analysis which
consists of organizational analysis, operational analysis, and person analysis. There are several
needs analysis models. Blanchard and Thacker (2013) have developed a model that provides an
overarching framework for understanding the training process from start to finish. This may be a
useful framework for you in understanding each of the major steps (needs analysis, design,
development and implementation, and evaluation). Even when a chapter does not specifically focus
on one of the major training processes, the model shows how a particular chapter fits into the
framework. For example, Chapter 4 (Needs Analysis) is the first chapter that focuses on a process
in the model. However, Chapters 2 and 3 provide the basis on which training needs are identified
and given priority. Chapter 3 (Learning, Motivation, and Performance) is also the foundation for
training design as it relates to motivation to learn and factors facilitating the learning process. Notice
that the material in Chapter 3 provides a foundation for the material in later chapters. By taking a
look at this, you will have a clearer picture of how the material relates to human resource
development (HRD) practices.
The Training Process Model
The training process model serves as a problem solving tool. The training process begins with
some type of triggering event when a person without authority within the organization recognizes
that performance is less than expected. Training is viewed as one of several possible solutions to
organizational and individual performance problems. Whether training is the right solution depends
on what causes the problem and the cost-benefit ratios of the other alternatives. Blanchard and
Thacker (2013) present the five phases of the training process model. The needs analysis phase
identifies the problems and identifies the causes. Training becomes the solution when the problem
is caused by inadequate knowledge, skills, and attitudes (KSAs). Once training is identified as a
solution, the design, development, and implementation phases result in a training program that is
attended by the appropriate employees. Finally, the evaluation phase assesses both the training
processes and the training outcomes.
Training Needs Analysis Phase
The training process begins with a determination of needs. Once a performance gap is identified,
the cause must be determined. If the gap is caused by inadequate knowledge, skills, and attitudes
(KSAs), then training can be utilized to satisfy the need. If the gap is caused by something other
than inadequate KSAs, then appropriate non-training interventions need to take place. Training
needs analysis (TNA) uses information from three sources: the organization, the operational areas,
and the individuals. The output of the Analysis Phase consists of identification of the training and
non-training needs and their priorities.
Figure 1. Analysis Phase (Blanchard & Thacker, 2013)
There are three levels of needs assessment: organizational analysis, task analysis, and individual
analysis. Organizational analysis looks at the effectiveness of the organization and determines
where training is needed and under what conditions it will be conducted. Task analysis provides
data about a job or a group of jobs and the knowledge, skills, attitudes, and abilities needed to
achieve optimum performance. Individual analysis analyzes how well the individual employee is
doing the job and determines which employees need training and what kind.
Figure 2. Correcting a Performance Gap (Blanchard & Thacker, 2013)
In short, the purpose of a TNA is to determine the level of KSAs the target population has so you
can assess if training is necessary, and if so, what level and type is required. If you are changing
your organizational culture or climate, or wish to expose everyone to a particular process or new
way of responding to certain issues, then a needs analysis may not be necessary. For example, if
you wish to expose everyone to the new sexual harassment policies, safety rules, or to the team
approach to quality control, then a needs analysis may not be necessary as you want everyone to
be exposed to the new information.
Several unique models were a result of the works of early pioneers in the field. The works of Gilbert
Harless, Mager, and Rummler provided the principles of the foundations for performance analysis.
Read the article, HPT Models: An Overview of the Major Models in the Field (Links to an external
site.), by Wilmoth, Prigmore, and Bray (2002).
Case Analysis
At the end of Chapter 4 of the Blanchard and Thacker (2013) text is a case analysis. In the case,
Fred had just become a manager at a local hardware store that employs about six managers and
55 non-management employees. Please read the case analysis, and answer the case questions
that follow. (This is not an assignment that needs to be submitted.) Once completed check your
responses with the answers below.
Case Questions and Issues for Analysis
1. Do you agree with Fred’s choice? Why?
In this case, Fred should have conducted a needs analysis to see what skills the non-management
staff requires. The value of the different training options depends on what needs Fred’s employees
have and the degree to which those needs can be addressed by the same training approach. It is
quite likely that many of the employees already have some of the basic skills, and if true, some
training could be focused on more advanced training.
2. What else could Fred have done before choosing a training package?
Fred could have conducted a needs analysis to determine what type of training would be most
useful for each of the non-management employees. Fred could have contacted others who have
gone through training with the other vendors. Please notice that chapter two discussed many things
the training manager could do to insure a vendor was appropriate for the company’s needs.
3. If training went ahead as indicated above how successful do you think it would be?
The training might be reasonably successful if many of the non-management employees were not
very skilled in customer service. It could also have been a complete failure if the training was on
topics and skills already possessed by the trainees. Or, it may be somewhere in between dependin
on the level of skills possessed by non-management employees.