Performance Problem Analysis

 
 

With a focus on performance, the training manager participates in the formation of the organization’s business strategy.  The training manager understands the short and long term business objectives and formulates a supporting training plan.

 With a performance focus there are three levels of performance that must be considered as well as the components of the performance needs.  The three levels of performance are the Organizational Level.  This level exists in a larger system influenced by the market, the competition, its resources and the environment.  The second level is the Process Level where the organization’s work gets done.  The internal processes must support the organizational strategy.  When conducting a training needs analysis, the task analysis is conducted at this level.  The third level is the Job Performance Level.  At this level individual and team performance is examined. Monitoring is essential at this level. Causes of deviation must be diagnosed and corrective action taken.  The job performance level must be aligned with the process and organizational levels.  Cutting across these three levels are the performance needs which comprise three factors: goals, design and measurement.  The organization, process and performance level all need specific goals and standards that reflect the customer’s expectations, the desired levels of service or manufacturing quality, timeliness and cost.  The design of the organizational processes to include job design must be configured to enable the goals of the organization to be met.  Each of the three levels requires monitoring and measuring.

Performance Problem Analysis - Job Performance Level

When the standards established for a job do not match an employee’s performance, a performance discrepancy exists.  One model for dealing with this situation is Robert Mager and Peter Pipes's Performance Analysis Flow Diagram (Analyzing Performance Problems (1997). They designed a “flow chart” that asks a series of systematic questions designed to uncover problems and solutions.  The model can be  used to determine whether the problem is a management problem with quick fixes, or a KSA deficiency that must be resolved through the design of a training program.  If the problem is a KSA deficiency, then we go to the next step of using the ISD model for the design and implementation of a training program. This flow diagram is excellent for performance problem analysis at the job performance level. A modification of their flow diagram will be used for this discussion. (Model)

 Key terms:

Gap – the gap is the difference between the expected performance and the actual performance. This gap should be quantified.  When defining a performance problem the expected performance and actual performance should be stated.

Needs Assessment – The process for identifying the reasons for gaps in performance or the method for identifying new and future performance needs.

 Quick Fixes – Actions that management can take to resolve performance gaps.  These include communicating standards, providing feedback or removing obstacles to performance.

 Management Actions: These reinforcing the desired behavior and providing negative consequences

 for undesired behavior

 

KSA deficiencies

o       Easy fixes – These include providing job aids, practice or changing the job.

o       Training fixes – These include on site training (OJT, coaching, mentoring, technology based training) or off site training (formal classroom training, programmed instruction, equipment simulators)

o       Transfer of terminate – Individual does not have the desire or capabilities to perform successfully.

 

The following steps summarize the model presented above and can be used as a stand alone exercise as a "mini" needs analysis. Note that the steps cover some of the items found in the organizational, task and person analysis.

 

Step 1: Identify the Performance Discrepancy

  • To find the problem look at goals, objectives, and standards established by the organization. If these are not met, they could be indicators of performance problems. The following must be stated in quantifiable terms:
    • What is the actual performance?
    • What is the desired performance?
    • The difference between the two is the “gap” that must be closed by management action or by training.
  • Determine if the problem is worth fixing. This can be done by calculating the costs, consequences, or lost opportunity related to the performance gap.  If the problem is worth fixing go to Step 2 to determine the cause.

 Step 2: Look for Management Causes and Fixes

  • Have performance standards been set so individuals know what is expected of them? If not, set them.  (The organizational goals, objectives and standards mentioned in Step 1, need to be applied to individual performance.)
  • Is adequate feedback being provided so individuals can correct their performance? If not, provide the feedback.
  • Are there any obstacles that prevent the desired performance such as manpower shortages, inadequate equipment, poor supervision, ineffective policies? If so, remove the obstacle(s).
  • Are there negative consequences for poor performance? If not, change the consequences so individuals are not “rewarded” for poor performance.
  • If these actions do not fix the problem it may be a knowledge, skill or attitude deficiency. Go to Step 3.

 Step 3: Identify Knowledge, Skill or Attitude Causes 

  • There there any fast fixes to the problem such as providing a job aid or providing additional practice? If so, provide.
  • Can the job be changed to allow others with greater proficiency to accomplish the task? If so, change the job.
  • Does the person have the capability to do the job if trained? If so – set up the training. If not, terminate or transfer.

 

Questions are a summary of the information contained in Analyzing Performance Problems, 3nd ed. by Robert F. Mager and Peter Pipe, The Center for Effective Performance, Atlanta, GA (1997) 

 

 

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