Training Analysis by Donald Clark http://www.nwlink.com/~donclark/hrd.html donclark@nwlink.com I. Introduction Note: Using the surveys and/or forms found in the appendix at http://www.nwlink.com/~donclark/hrd.html or another survey or form of you own choosing. Deliver the survey/form and task to each student a few days before the class is to begin (deliver in person if possible - show them you care). Have them complete the survey or form prior to class. Sometime during the class discuss the project. You may also want to deliver a copy of Chapter I - Analysis, or a copy of the complete manual for prereading. A. Interest Device B. Introductions C. Learning Objective: At the end of the training period the learner will be able build a blueprint (Front-End Analysis) for use in the design and development phase of the Instructional Skills Development Model. II. Analysis A. What it is B. What it is not III. Analyze the system A. Input B. Process C. Output D. Exercise: The following requires getting permission from the respective managers first. Organize into pairs or teams and have them interview (or do another form of analysis) someone or somewhere within the organization. If possible, first do a familiar area and then do a unfamiliar area. Discuss at end of project. IV. Interviews: A. Effective Listening Two most important things an analyst does: Ask questions - most of us know how to that. Listen - most of us could improve on this. B. A good listener: 1. becomes aware of all the cues the other emits. 2. with a purpose - listening requires work. 3. becomes aware of the feelings that arise within herself - her own emotional resonance is another ear 4. listens with his mind, heart, and soul. 5. listens to the messages that are buried in the words or encoded in the cues that surround the words. 6. follows the voice, demeanor, vocabulary, and gestures. C. Read "Good Listening" listed below. After each one or two points have been presented, have one student be a speaker and one be a listener. Have them role play what a good and bad listener does. (Note: Have ready made subjects to talk about - job, work, hobby, etc.) 1. Invites additional comments, "Go on", "What else?". 2. Asks questions for more in-depth details or clarification. 3. Uses variety - "Yes", "I see", "Go on", "Right", NOT "Yes", "Yes", Yes". 4. Avoids complete silence. 5. Leans forwards (demonstrates interest). 6. Uses direct body orientation. 7. Uses relaxed but alert position. 8. Establishes open body position (do not cross arms). 9. Uses facial expressions and head moments. 10. Uses direct eye contact. 11. Sits or stand close to speaker. D. Exercise: After all the points have been presented, pair off the learners and have them take turns being the speaker and the listener. Have them critique each other. V. Observation A. The Art of observing B. Exercise - Fact vs. Inference: Objective: To illustrate the difference between statements of fact (descriptions of observations) and statements of inference or opinion. Procedure: Hold up an object (textbook, pen, pencil, piece of clothing, piece of fruit, etc.) Ask the learners to make statements of facts about the object. After getting about ten or so items, point out any that go beyond that which can be observed are inferences. Then ask what differences knowing and applying these might make during discussions. Questions: 1. What are the major differences between statements of fact, opinion and/or inference? State of facts are: limited to description, made only after observation, limited in number that can be made. Statements of inference are: go beyond what was directly observed, can be made at any time without observation, are not unlimited in number about anything. 2. Why is it especially important, both in gathering data and evaluating it during discussion to distinguish between fact and inference? (danger of misunderstandings, ineffective communication) 3. Should both statements of facts and inference be treated with the same degree of certainty? (no) VI. Surveys A. Discuss Surveys sent to students prior to course B. Exercise: Choose a job of special interest. Compare how you would carry out the analysis by survey, and by another method, i.e. Observation Task Analysis (observe task), Simulated Task Analysis, Content Analysis (Analyze books and manuals), and Interview Analysis (Consult with Subject Matter Expert). What if you have an unlimited budget? What is you have a limited budget? VII. Tasks A. Jobs are broken down as: 1. Job 2. Duties - contains two or more elements 3. Tasks - contains two or more elements 4. Elements - contains two or more elements 5. Skills and Knowledge - contains two or more elements B. Examples: 1. Trainer: Instruct classes Identify training needs Ask questions Observes task being performed Ask leading question Lists steps Listens Observation skills 2. Mechanic: Tune engines Repair carburetor (must have verb and object) Replaces worn parts on carburetor Identify parts of carburetor C. Exercise: 1. Have the students break their job down with the main emphasis being on the task (it will become the learning objective) and the skills and knowledge (what the designer and developer focus on when building the courseware). 2. Working in teams, have the students break down a job they are not familiar with. VIII. Performance Problems A. When training is required B. Exercise - Knowing vs. Doing Objective: To assist in the identification of training vs. non-training problems. Procedure: Direct the learners to draw a mental image of an employee they know who is not performing adequately. With their limited knowledge of the facts available, ask them to select an intersection point in the following matrix that best portrays their answers to the two questions on the vertical and horizontal axes dealing with knowledge and attitude. Discuss answers and then explain how such analysis might provide clues to the four different solutions: 1. Quadrant A: If the employee has sufficient job knowledge but has an improper attitude, this may be classed as motivational problem. The consequences (rewards) of the person's behavior will have to be adjusted. 2. Quadrant B: If the employee has both job knowledge and a favorable attitude, but performance is unsatisfactory, then the problem may be out of control of the employee. i.e. resources are lacking, time pressures. An environmental analysis is called for. 3. Quadrant C: If the employee lacks both job knowledge and a favorable attitude, that person may be improperly placed in the position. This may imply a problem with employee selection, and suggest that transfer or discharge should be considered. 4. Quadrant D: If the employee desires to perform, but lacks the requisite job knowledge or skills, then additional training may be the answer. Questions: 1. How does the definition of a performance problem impact upon the general strategy for solving it? (See four quadrants, only one of which points clearly to training.) 2. Considering the employee performance problems in the company, is there any pattern to the form they take (e.g. are most in Quadrant A?) 3. What implications does this model have for the role of a trainer as a problem-solver? (the trainer should help the manager identify the type of problems they have and then sometimes steer them AWAY from training) Problem Analysis Worksheet 10 --------------------------------------------- high | | | | A | B | | | | | Motivation | Resource/ | | | Environment | Does the Employee | | | have adequate job | | | Knowledge? --------------------------------------------- | | | | C | D | | | | | Selection | Training | | | | | | | 1 | | | Low --------------------------------------------- 1 10 Low High Does the employee have the proper attitude (desire) to perform the job?