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HRMGT: 10 
TRAINING AND DEVELOPMENT 
“PERSON ANALYSIS” 
REFERENCE: EMPLOYEE TRAINING & DEVELOPMENT BY NOE 
REPORTER: GIL DE BRANDO
PERSON ANALYSIS 
Person analysis helps to identify 
employees who need training, that is, whether 
employees’ current performance or expected 
performance indicates a need for training.
 Poor or Substandard Performance 
Customer complaints 
Low Performance Ratings 
On-the-Job Incidents 
•Accidents 
•Unsafe Behavior 
Job Changes 
New Technology 
PERSON ANALYSIS 
Major Pressure Points:
1) Employees have the personal characteristics (Ability, 
Attitudes, Beliefs and Motivation) necessary to learn 
program content and apply it on the job. 
2) The work environment will facilitate learning and not 
interfere with performance. 
PERSON ANALYSIS 
Readiness for Training 
refers to whether:
Process for Analyzing the Factors that Influence Employee Performance and Learning: 
Person Characteristics 
Knowledge, Skill, Ability and Attitudes 
Input 
What, How and When to Perform - - - Equipment, Time or budget 
Output 
Job Performance Standards 
Consequences 
PERSON ANALYSIS 
Types of Incentives 
Feedback 
Information that the employee receive while they are performing
PERSON ANALYSIS 
Interviews and Questionnaires: 
- can be used to measure Person characteristics, 
Input, Output, Consequences and Feedback. 
Example: 
“Lead Drivers in a Package Delivery Company”
• What types of situations call for coaching on your part? 
• What keeps you from being a good coach on the job? 
• How do you encourage or motivate other lead drivers? Do you use 
incentives or rewards? Do you try other things (compliments, personal 
attention? 
• What common types of performance problems do new hires have? 
• What were the biggest problems you encountered as a new coach and 
trainer? Mistakes that you made? What lessons have you learned over 
time? 
• Tell me about a successful coaching experience and an unsuccessful 
coaching experience. 
PERSON ANALYSIS 
Questions:
Trainee’s desire to learn the content of training programs. 
Influences by: 
 Personal Characteristics 
 The Environment 
PERSON ANALYSIS 
Motivation to Learn:
Process for Analyzing the Factors that Influence Employee Performance and Learning: 
1. Person Characteristics: 
•Basic Skills 
PERSON ANALYSIS 
 Verbal Comprehension 
 Quantitative Ability 
 Reasoning Ability 
 Verbal Comprehension 
 Quantitative Ability 
 Reasoning Ability 
Cognitive Ability 
Reading Level 
•Self-efficacy 
•Awareness of Timing Needs, Career 
Interest, and Goals
PERSON ANALYSIS 
Employees’ self- efficacy level can be increased by: 
1. Letting Employees know that the purpose of the training is to try to 
improve performance rather than to identify areas in which 
employees are incompetent. 
2. Providing as much as information as possible about the training 
program and purpose of training prior to the actual training. 
3. Showing Employees the training success of their peers who are 
now in similar job. 
4. Providing employees with feedback that learning is under their 
control and they have the ability to overcome any learning 
difficulties they experience in the program.
PERSON ANALYSIS 
Process for Analyzing the Factors that Influence Employee Performance and Learning: 
2. Input: 
•Understanding What, How, When to Perform 
•Situational Constraints 
•Social Support 
•Opportunity to Perform
PERSON ANALYSIS 
Process for Analyzing the Factors that Influence Employee Performance and Learning: 
3. Output: 
•Expectations for Learning and 
Performances
Performance Standard Example from: 
Human Resources Department: 
PERSON ANALYSIS 
 Answer calls on or before the 3rd ring. If unavailable to answer, have the phone roll 
over to someone who can answer. 
 When voicemail is necessary or should a customer prefer to leave a voice-mail, return 
the call not later than the next business day. Every effort should be made to return 
calls the same business day. 
 Human Resources will respond to all e-mails, with a minimum of an acknowledgement 
by the next business day. If an e-mail request is expected to take longer than the next 
business day, the acknowledgement will provide a date when the requested 
information will be available. 
 Should a customer inquiry require research or consultation, the individual asked will be 
responsible for consulting with their appropriate team members and getting 
information back to the customer. In rare instances when it is best to forward the 
customer to another 
 Human Resources representative, the person conducting the transfer will remain on 
the line until the other representative is reached and acknowledges that s/he can 
address the issue.
4. Consequences: 
•Norms 
•Benefits 
•Rewards 
PERSON ANALYSIS 
Process for Analyzing the Factors that Influence Employee Performance and Learning:
5. Feedback: 
•Frequency 
•Specificity 
•Detail 
PERSON ANALYSIS 
Process for Analyzing the Factors that Influence Employee Performance and Learning:
1. Is the performance problem important? Does it have the potential to cost the 
company a significant amount of money from lost productivity or customers? 
2. Do the employees know how to perform effective. (This problem is a 
characteristic of the person.) 
3. Can the employees demonstrate the correct knowledge or behavior? Perhaps 
employees were trained but they infrequently or never used the training content 
(knowledge, skills, etc.) on the job. (This is an input problem.) 
4. Were the performance expectations clear (Input)? Were there any obstacles to 
performance such as faulty tools or equipment? 
5. Were positive consequences offered for good performance? Was poor 
performance not rewarded? For example, if employees are dissatisfied with their 
compensation, their peers or a union may encourage them to slow down their 
pace of work. (This involves consequences.) 
6. Did the Employees receive timely, relevant, accurate, constructive and specific 
feedback about their performance? 
7. Were other solutions – such as job redesign or transferring employees to other 
jobs – too expensive or realistic? 
PERSON ANALYSIS 
Determining whether the training is the Best Solution
PERSON ANALYSIS Person Characteristics: 
Person Characteristics: 
•Basic Skills 
•Basic Skills 
Cognitive Ability 
Reading Level 
Cognitive Ability 
Reading Level 
•Self-efficacy 
•Awareness of Timing Needs, 
Career Interest, Goals 
Input: 
•Understanding What, How, 
When to Perform 
•Situational Constraints 
•Social Support 
•Opportunity to Perform 
•Self-efficacy 
•Awareness of Timing Needs, 
Career Interest, Goals 
Input: 
•Understanding What, How, 
When to Perform 
•Situational Constraints 
•Social Support 
•Opportunity to Perform 
Output: 
Output: 
•Expectations •Expectations for for Learning 
Learning 
and and Performances 
Performances 
Consequences: 
•Norms 
•Benefits 
•Rewards 
Consequences: 
•Norms 
•Benefits 
•Rewards 
Feedback: 
•Frequency 
•Specificity 
•Detail 
Feedback: 
•Frequency 
•Specificity 
•Detail 
Motivation to Learn Learning Motivation to Learn Learning J Joobb P Peerrfoforrmmaannccee
THANK YOU!! 
 FOR LISTENING 

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Chapter 3 Needs Assessment: Person Analysis By Noe

  • 1. HRMGT: 10 TRAINING AND DEVELOPMENT “PERSON ANALYSIS” REFERENCE: EMPLOYEE TRAINING & DEVELOPMENT BY NOE REPORTER: GIL DE BRANDO
  • 2. PERSON ANALYSIS Person analysis helps to identify employees who need training, that is, whether employees’ current performance or expected performance indicates a need for training.
  • 3.  Poor or Substandard Performance Customer complaints Low Performance Ratings On-the-Job Incidents •Accidents •Unsafe Behavior Job Changes New Technology PERSON ANALYSIS Major Pressure Points:
  • 4. 1) Employees have the personal characteristics (Ability, Attitudes, Beliefs and Motivation) necessary to learn program content and apply it on the job. 2) The work environment will facilitate learning and not interfere with performance. PERSON ANALYSIS Readiness for Training refers to whether:
  • 5. Process for Analyzing the Factors that Influence Employee Performance and Learning: Person Characteristics Knowledge, Skill, Ability and Attitudes Input What, How and When to Perform - - - Equipment, Time or budget Output Job Performance Standards Consequences PERSON ANALYSIS Types of Incentives Feedback Information that the employee receive while they are performing
  • 6. PERSON ANALYSIS Interviews and Questionnaires: - can be used to measure Person characteristics, Input, Output, Consequences and Feedback. Example: “Lead Drivers in a Package Delivery Company”
  • 7. • What types of situations call for coaching on your part? • What keeps you from being a good coach on the job? • How do you encourage or motivate other lead drivers? Do you use incentives or rewards? Do you try other things (compliments, personal attention? • What common types of performance problems do new hires have? • What were the biggest problems you encountered as a new coach and trainer? Mistakes that you made? What lessons have you learned over time? • Tell me about a successful coaching experience and an unsuccessful coaching experience. PERSON ANALYSIS Questions:
  • 8. Trainee’s desire to learn the content of training programs. Influences by:  Personal Characteristics  The Environment PERSON ANALYSIS Motivation to Learn:
  • 9. Process for Analyzing the Factors that Influence Employee Performance and Learning: 1. Person Characteristics: •Basic Skills PERSON ANALYSIS  Verbal Comprehension  Quantitative Ability  Reasoning Ability  Verbal Comprehension  Quantitative Ability  Reasoning Ability Cognitive Ability Reading Level •Self-efficacy •Awareness of Timing Needs, Career Interest, and Goals
  • 10. PERSON ANALYSIS Employees’ self- efficacy level can be increased by: 1. Letting Employees know that the purpose of the training is to try to improve performance rather than to identify areas in which employees are incompetent. 2. Providing as much as information as possible about the training program and purpose of training prior to the actual training. 3. Showing Employees the training success of their peers who are now in similar job. 4. Providing employees with feedback that learning is under their control and they have the ability to overcome any learning difficulties they experience in the program.
  • 11. PERSON ANALYSIS Process for Analyzing the Factors that Influence Employee Performance and Learning: 2. Input: •Understanding What, How, When to Perform •Situational Constraints •Social Support •Opportunity to Perform
  • 12. PERSON ANALYSIS Process for Analyzing the Factors that Influence Employee Performance and Learning: 3. Output: •Expectations for Learning and Performances
  • 13. Performance Standard Example from: Human Resources Department: PERSON ANALYSIS  Answer calls on or before the 3rd ring. If unavailable to answer, have the phone roll over to someone who can answer.  When voicemail is necessary or should a customer prefer to leave a voice-mail, return the call not later than the next business day. Every effort should be made to return calls the same business day.  Human Resources will respond to all e-mails, with a minimum of an acknowledgement by the next business day. If an e-mail request is expected to take longer than the next business day, the acknowledgement will provide a date when the requested information will be available.  Should a customer inquiry require research or consultation, the individual asked will be responsible for consulting with their appropriate team members and getting information back to the customer. In rare instances when it is best to forward the customer to another  Human Resources representative, the person conducting the transfer will remain on the line until the other representative is reached and acknowledges that s/he can address the issue.
  • 14. 4. Consequences: •Norms •Benefits •Rewards PERSON ANALYSIS Process for Analyzing the Factors that Influence Employee Performance and Learning:
  • 15. 5. Feedback: •Frequency •Specificity •Detail PERSON ANALYSIS Process for Analyzing the Factors that Influence Employee Performance and Learning:
  • 16. 1. Is the performance problem important? Does it have the potential to cost the company a significant amount of money from lost productivity or customers? 2. Do the employees know how to perform effective. (This problem is a characteristic of the person.) 3. Can the employees demonstrate the correct knowledge or behavior? Perhaps employees were trained but they infrequently or never used the training content (knowledge, skills, etc.) on the job. (This is an input problem.) 4. Were the performance expectations clear (Input)? Were there any obstacles to performance such as faulty tools or equipment? 5. Were positive consequences offered for good performance? Was poor performance not rewarded? For example, if employees are dissatisfied with their compensation, their peers or a union may encourage them to slow down their pace of work. (This involves consequences.) 6. Did the Employees receive timely, relevant, accurate, constructive and specific feedback about their performance? 7. Were other solutions – such as job redesign or transferring employees to other jobs – too expensive or realistic? PERSON ANALYSIS Determining whether the training is the Best Solution
  • 17. PERSON ANALYSIS Person Characteristics: Person Characteristics: •Basic Skills •Basic Skills Cognitive Ability Reading Level Cognitive Ability Reading Level •Self-efficacy •Awareness of Timing Needs, Career Interest, Goals Input: •Understanding What, How, When to Perform •Situational Constraints •Social Support •Opportunity to Perform •Self-efficacy •Awareness of Timing Needs, Career Interest, Goals Input: •Understanding What, How, When to Perform •Situational Constraints •Social Support •Opportunity to Perform Output: Output: •Expectations •Expectations for for Learning Learning and and Performances Performances Consequences: •Norms •Benefits •Rewards Consequences: •Norms •Benefits •Rewards Feedback: •Frequency •Specificity •Detail Feedback: •Frequency •Specificity •Detail Motivation to Learn Learning Motivation to Learn Learning J Joobb P Peerrfoforrmmaannccee
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