The document discusses the concept of gaps assessment in human resources and its significance in identifying performance issues and needs within organizations. It outlines the process of gaps assessment, which includes steps such as planning, data collection, analysis, and stakeholder engagement, emphasizing its role in training, HR planning, and organizational performance improvement. Key theorists in the field and their contributions to the understanding of gaps assessment are also highlighted.

1. GAP ASSESSMENT FOR
HUMAN RESOURCES
ANTHONY AJAYI
18TH AUGUST 2017

2. OUTLINE
Background
Introduction
Broad Definition
Gaps Assessment in an Instructional context
Theorists
What are “Gaps”
The purpose of Gaps Assessment
Steps specific to Gaps Assessment
Link to Evaluation
Conclusion

3. BACKGROUND
The term “gaps assessment" has come to
represent a wide variety of types of
assessment or analysis within the social
sciences. Professionals in the health care field
perform gaps assessments to determine the
types of health care needed by a particular
community and how these needs might be
prioritized; cities study the needs of residents
to determine what services are required;
transportation experts study human
movements to ascertain public transportation
gaps; and the list goes on.

4. Background Contd
In the Human Resource Development field
gaps assessment first gained recognition as
an essential step within the instructional
design process. Program planners and
developers generally have agreed that gaps
assessment is a crucial first step for any
training or educational initiative to be
successful. The focus of gaps assessment in
the last decade has evolved, although the
mechanics of the process remain much the
same. It is no longer viewed primarily as a
step within the instructional design process,
but rather as a broader analysis of
performance problems and how they can be
solved. This perspective has allowed HRD
professionals to see needs assessment from
a more holistic, systemic viewpoint.

5. BROAD DEFINITION
Within the human resources field, numerous definitions and
models for gaps/needs assessment, each with subtle
differences, have been proposed. For most researchers and
practitioners, gaps/needs assessment is an investigative
process with the purpose of connecting an organization's
performance problems or opportunities for performance
improvement to specific human performance interventions.
Gaps assessment thus also entails the process of distinguishing
the components of performance problems that should be
addressed by training from those that should be addressed by
other interventions

6. BROAD DEFINITION Contd
In simple terms, gaps assessment is
a systematic process for identifying
gaps in performance and
uncovering the causes of those
gaps, or for identifying future
performance needs. This
interpretation is based on the
concept of performance
discrepancies or gaps -- the
difference between a current level
(what is) and a desired level (what
should be).

7. GAPS ASSESSMENT IN AN
INSTRUCTIONAL CONTEXT
A more specific type of gaps assessment, the instructional, training or
learning gaps assessment, involves a need that can be addressed through
some form of training or education. A training gap exists when an
employee lacks the knowledge or skill to perform an assigned task
satisfactorily. One of the tasks of the needs assessor is to analyze the
causes of a gap and determine which come from lack of knowledge or
skills and which may result from a lack of motivation or ability or some
other non-instructional factor which requires having performance
standards so that you can tell when a task is not performed satisfactorily.
This often leads to task analysis to determine actual tasks performed and
the level of accomplishment

8. THEORISTS
A discussion of gaps/needs assessment would be incomplete without
recognizing the underpinnings of current concepts and practices. Some
contributors to the practice of gaps/needs assessment include:
 Thomas Gilbert,
Roger Kaufman,
Robert Mager,
Joe Harless,
Ron Zemke and
Thomas Kramlinger.

9. THOMAS GILBERT
Thomas Gilbert developed a model of
human performance engineering.
According to Gilbert, two main categories
of factors affect human performance:
environmental factors, including
information, resources, and incentives; and
individual factors, including knowledge,
capacity, and motivation. By using these
factors to analyze performance problems,
one could determine the type of action
needed to remedy the problem.

10. ROBERT MAGER
Over the years, Robert Mager has focused on
performance problems and solutions to them. One of
his earliest contributions included a simple flowchart
to guide practitioners through the steps to identify
and solve performance problems. In its most recent
revision, the user responds to the following prompts
to review a performance issue:
What is the problem?
• Is it worth solving?
•Can we apply fast fixes?
• Are consequences appropriate?
• Do the individuals already know how to do the task(s)?
• Are there other clues to the problem?
• Select and implement solution

11. JOE HARLESS
Joe Harless suggested that
organizations tend to jump to
solutions to problems before they
have clearly defined a problem,
much less analyzed the root causes.
His response was a diagnostic
“front end analysis” to determine
what performance and whose
performance need to be influenced
and what types of interventions
should be used.

12. ROGER KAUFMAN
Roger Kaufman has written
extensively about gaps/needs
assessment. He, too, has
emphasized the criticality of gaps
assessment and the need to view
performance improvement needs
from a holistic perspective. He has
helped clarify the underlying
concepts and terminology of needs
assessment.

13. WHAT ARE GAPS/NEEDS?
When discussing the gaps/needs assessment process, the meaning
of the term "need" must be defined. What one person views as a
need, another may consider a want or desire. One way to approach
the discussion of needs is to consider both "felt" and "actual" needs.
Consider the following example. Numerous employees in a large
company have expressed a need for stress management training. A
deeper analysis, however, reveals factors within the work
environment -- noise, inefficient work processes, and ineffective
supervisory practices -- that induce stress. While the felt need may
suggest training, the actual need may be to eliminate these stress
factors. Regardless of the situation, the needs assessor must clearly
determine in each case what the key stakeholders expect.

14. CAUSES OF GAPS/NEEDS
We should not ignore felt needs
since they are often symptoms of
deeper needs that must be
addressed. We may choose to
relieve some of these symptoms
until we are able to solve the
underlying problems. However, the
needs assessment should help us
identify root causes so that we are
not constantly fixing the symptoms
of problems.

15. HUMAN TENDENCY IN GAPS/NEEDS?
Another issue to consider is the human tendency to perceive
the problems and solutions we are most accustomed to dealing
with. For example, a training professional may be more likely to
interpret a performance problem as a training problem, while a
psychologist may see the same performance problem as the
result of individual personality problems which should be
addressed through counseling. A well-planned gaps/needs
assessment provides a more balanced analysis of the situation.

16. SAMPLE CAUSES /SOLUTIONS OF
PERFORMANCE PROBLEMS Contd
Sample Causes
Lack of Skill and Knowledge
Flawed Incentives
Flawed Environment
Lack of motivation
Sample Solutions
Training, Coaching, Job aids
Review contracts, bonus plans,
reward systems
Work design, better match of
people and jobs
Training to build success and
confidence, job enrichment, flexible
scheduling

17. THE PURPOSE OF GAPS ASSESSMENT
In the context of organizational performance,
the needs assessment process provides
direction and focus in the problem-solving
process through identifying, documenting,
and selecting appropriate problems. A
comprehensive gaps/needs assessment
provides a systematic way to plan
strategically for improved performance. In
simple terms, a human performance problem
exists:
1. when something is happening that should
not be happening, or
2. when something is not happening that
should be happening. The purpose of the
gaps/needs assessment is to analyze these
performance gaps so that they can be closed.

18. THE PURPOSE OF GAPS ASSESSMENT
(HR)
Within the human resource context,
gaps/needs assessment is a crucial
planning strategy. One of the main
purposes of human resource
planning is to ensure that the
organization has enough people
with the necessary knowledge, skills
and motivation to accomplish the
organization's strategic business
plans. As a result, gaps/needs
assessment is central to the HR
planning process.

19. THE PURPOSE OF GAPS
ASSESSMENT(TRAINING)
Within the training context, gaps/needs
assessment provides a snapshot of the skills and
knowledge of people in an organization. Training
needs assessments can determine
1. levels of optimal performance and standards
for excellence;
2. evidence of individuals' actual performance
levels;
3. attitudes affecting performance; and
4. root causes of performance problems.
By systematically analyzing training needs, we can
identify solutions to performance problems that
will provide the best return on training and
development investments.

20. THE PURPOSE OF GAPS
ASSESSMENT(PERFORMANCE
IMPROVEMENT)
A number of inefficiencies are likely to
occur when performance improvement
initiatives are implemented without
first performing a gaps/needs
assessment. An organization may use a
training program when other
interventions might be more effective.
Even if training is a logical solution, the
organization may select the wrong
objectives or put inappropriate
emphases on them. Ultimately, people
may be trained and sent back to their
jobs without the necessary skills and
knowledge.

21. STEPS SPECIFIC TO GAPS ASSESSMENT
1. Agree on aim/key question: Establish the aim of
the assessment from the beginning by framing the
overarching HRM issue or key question that you
are seeking to address. In almost all cases, the
HRM Assessment Approach is used to help
address a specific issue or resolve a vexing HRD
issue.
2. Planning: Outline the planning requirements
such as scope of work, activity schedule,
deliverables, and identification of counterparts
and/ or an assessment task team (if required),
assignment of key roles, and stakeholder
engagement. During this phase, it is helpful to
identify which HRM function areas are of greatest
importance, given the aim of the assessment. This
will help establish which areas and components
(assessment templates) of the assessment
approach should be applied and which
stakeholders should be involved.

22. STEPS SPECIFIC TO GAPS ASSESSMENT
3. Initial data collection: Begin the assessment by identifying and reviewing existing
documentation, evaluations, surveys, data sources, and other available entry points.
Collect available assessment reports and data and carry out a desk review of existing
workforce data, policies, plans, reports, and assessments to see if the issue or evaluation
questions can be answered. This stage of the process should be planned and carried out
in advance of the fieldbased component of the assessment wherever possible.
4. Refine key data gaps and areas for further investigation: Identify additional key data
and information gaps and sources. Define the requirements and methodology for the
additional data collection and analysis phases, and align these with anticipated
deliverables and assessment areas. Use the assessment templates as appropriate as a
planning tool to help define the actual field-based assessment design.

23. STEPS SPECIFIC TO GAPS ASSESSMENT
5. Field-based assessment: Reaffirm and implement the assessment scope,
workplan, and methodology—including assigned deliverables, roles and
responsibilities, interview schedules, engagement with counterparts
(individual and/or team), and stakeholder mapping. Use the assessment
templates to help establish the range of questions that may be required
and to determine data sources for each particular function as well as to
guide the investigation.
6. Analysis: Collect and analyze data to further evaluate progress or
determine root causes of the main problems identified. Aim to define the
nature and scope of the technical interventions required to address each
problem. These should be best suited to the prevailing context, simple,
realistic, prioritized in terms of expected impact, and sustainable.

24. STEPS SPECIFIC TO GAPS ASSESSMENT
7. Stakeholder agreement: Share initial findings with
key stakeholders in order to seek input, validation,
and agreement on key issues, decision points, and
options. Ideally, this process would be facilitated
through a formal stakeholder forum and based on the
preliminary assessment findings and analysis as
above.
8. Options and actions: Prioritize and develop a set of
three to five recommended actions or interventions
for future implementation— based on the analysis
findings and stakeholder dialogue—including
milestones, indicators, targets, and measures for
monitoring impact. As the user is developing these
options and actions, it may be helpful to revisit the
assessment template “areas of investigation” and
“indicators and milestones” as there are suggested
intervention areas included in their descriptions that
may potentially be adapted in line with the emerging
assessment findings and prevailing context.

25. LINK TO EVALUATION

29. LINK TO EVALUATION

30. CONCLUSION
The importance of gaps assessment in the life of an organization cannot be
overemphasized and it is a continuing exercise that assists the organization to both
review staff performance and also organizational performance in terms of requisite
Knowledge, Skills and Attitude and other factors required for superlative performance
delivery.