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5 Performance Improvement, vol. 49, no. 7, August 2010 ©2010 International Society for Performance Improvement Published online in Wiley InterScience ( • DOI: 10.1002/pfi.20160 GAP ANALYSIS REVISITED Roger Chevalier, CPT, PhD Gap analysis is an important part of the performance improvement process that fits into the International Society for Performance Improvement’s 10 Standards of Performance Technology, Standard 5. This article discusses the need to set a reasonable goal to motivate people to close the performance gap and provide a milestone for measuring progress as the gap is closed. It also provides insight into the need to identify performance trends that led to the current level of performance as we define the performance gap.

GAP ANALYSIS IS AN important part of the performance improvement process that fits into the International Society for Performance Improvement’s 10 Standards of Performance Technology, Standard 5: “Be systematic in all aspects of the process including: The assessment of the need or opportunity†(ISPI, n.d.). A performance gap is typically defined as the difference between an existing level of performance and a desired level. In reality, this narrow definition may limit the motivation of the people who must close the gap and hinder evaluation to deter- mine the impact of a performance intervention. I first used this limited definition (Chevalier, 1990) as the basis for a diagram to describe a performance gap as depicted in Figure 1.

I have since added another line (Chevalier 2003, 2008, 2009) to describe the reasonable goal that serves as a milestone in closing the performance gap as shown in Figure 2. SETTING A REASONABLE GOAL Our starting point for gap analysis is to determine the existing and desired levels of performance, and then set a reasonable goal or milestone for measur- ing progress in terms of quality, quantity, time, and cost. At the most basic level, a reasonable goal can be set for such areas as productivity, waste, sales, ser- vice, and customer service. At an intermediate level, a reasonable goal can be set for such issues as reliability, calls on warranty, customer retention, or customer referrals. At the business outcome level, reasonable goals can be set for profitability and market share.

The reasonable goal serves to show progress in closing the performance gap. Another useful aspect of setting a reasonable goal is that it may serve to better motivate the people who will do the work to close the performance gap. As an example, an organization would like to increase its domestic mar- ket share from its current level of performance of 10% to a desired level of performance of 15% in the next 5 years. Senior managers may be motivated by such a large performance gap, but the people on the line will not be able to grasp how a gap of that size can be closed. By ask- ing line people to participate in setting a reasonable goal for one year, they will have ownership of this short-term FIGURE 1.

PERFORMANCE GAP ANALYSIS FIGURE 2. PERFORMANCE GAP ANALYSIS WITH A REASONABLE GOAL PFI20160.indd 5PFI20160.indd 5 8/6/10 7:46:44 PM8/6/10 7:46:44 PM 6 • DOI: 10.1002/pfi • AUGUST 2010 goal (e.g., 1% over the next year) and will work harder to close it. The reasonable goal should be stated in terms that the people doing the work can control. If the overall goal is to improve profitability, the reasonable goal for manufactur- ing line people should be set in terms of productivity and quality. Although improvement in these areas will have a positive effect on profitability and market share, produc- tion people are better motivated by the things that they actually control.

An interesting application of this idea was presented at an ISPI Performance Improvement Conference in which I learned of the goal-setting process that the Netherlands Olympic swim team used. An article that followed (Bloem & Vermei, 2005) described how the team wanted to bring a group of swimmers in the 100-meter free- style event from 51 seconds to near the world record of 47.84 seconds. The team’s overall performance gap of 3 seconds became a slogan for closing the gap: “From 51 to 48.†A gap of 3 seconds can seem insurmountable in the minds of athletes in an event that takes only 48 seconds, even if they have 4 years to close the gap. To remedy this situation, the team set reasonable goals by dividing the 3 seconds into smaller and smaller intervals, such as .02 second a week and .004 second per training day.

The measurable outcome of the team’s efforts happened concretely at the 2004 Olympics in Athens with two of the swimmers on the 4 100 women’s freestyle relay, and served as the mental fundamentals for winning the gold medal in Beijing 4 years later in 2008. Setting goals that are both challenging and attain- able serve to motivate those who must do the work. Three seconds in 4 years may seem insurmountable, but .02 second a week was considered reasonable, if also challenging. Setting a reasonable goal was important, but it took many other activities to help close the 3 second performance gap. TREND ANALYSIS Another important aspect of gap analysis is found in establishing trends in performance before the interven- tion is made.

Too often evaluation begins by determin- ing the existing level of performance as a single point in time. The impact of the intervention is then determined by the change from that point after the intervention as shown in Figure 3. The results could be misleading if the performance trend before the intervention is not known (Chevalier, 2010). But how does the evaluation of the result of the inter- vention change when we know the trends in performance that existed before the intervention? Was performance declining, steady, or already improving?

Did the interven- tion increase the trend that was already there? Depending on the trend before the intervention, the various outcomes have different values. A simplified view of performance trends is shown as Figure 4. If there was a downward trend before the intervention, an upward performance is desirable, but leveling the performance downturn may also show a measure of success. If there was steady performance before the intervention, then only upward performance would indicate that the in- tervention was successful.

If there was an upward trend before the intervention, continued upward performance may not necessarily be an indication that the interven- tion added value since performance was already headed that way. The best way to determine the trend that precedes the existing level of performance is to use existing busi- ness metrics. These metrics are inexpensive to use since they are already in place to measure performance. They demonstrate trends over time, can account for seasonal variance, and are already accepted by management as indicators of performance. FIGURE 3.

PERFORMANCE IMPROVEMENT MEASURED FROM A SINGLE POINT FIGURE 4. PERFORMANCE IMPROVEMENT MEASURED FROM PERFORMANCE TRENDS PFI20160.indd 6PFI20160.indd 6 8/6/10 7:46:46 PM8/6/10 7:46:46 PM Performance Improvement • Volume 49 • Number 7 • DOI: 10.1002/pfi 7 CONCLUSION Although identifying the current and desired levels of performance is important, setting a reasonable goal to measure progress toward closing the performance gap can be just as important. A reasonable goal, set in measures that the people who must do the work can control, can also serve to motivate them toward closing the performance gap. A phrase used by the Netherland’s swim team in their goal-setting process was, “If you work for them [the goals], they work for you†(M.

Bloem and A. Vermei, personal communication, March 28, 2010). It may not be enough to define the current level of performance at a single point in time. Trend analysis us- ing existing data may be necessary to measure how much impact the intervention had on improving performance. Using existing business metrics is the easiest way to estab- lish the performance trends that were happening before arriving at the current level of performance.

One final comment, if the starting point for perfor- mance improvement is a perceived opportunity, the performance gap that should be examined is found in the organization’s long-range plan. The value of the opportunity should be evaluated as to how it contributes to closing the gap between the organization’s present and desired levels of performance as stated in the long-range plan. References Bloem, M., & Vermei, A. (2005, July). The Olympic road to performance improvement. Performance Improvement, 44(6), 7–13. [DOI: 10.1002/pfi..] Chevalier, R. (1990, November–December).

Analyzing per- formance discrepancies with line managers. Performance + Instruction, 29(10), 23–26. [DOI: 10.1002/pfi..] Chevalier R. (2003, May–June). Updating the behavior engineering model. Performance Improvement, 42(5), 8–14. [DOI: 10.1002/pfi..] Chevalier, R. (2008, November–December). The evolution of a performance analysis job aid.

Performance Improvement, 47(10), 9–18. [DOI: 10.1002/pfi.20034.] Chevalier, R. (2009). Analyzing performance: An example. Performance Improvement, 48(7), 15–19. [DOI: 10.1002/ pfi.20090.] Chevalier R. (2010). The changing role of evaluators and eval- uation. In J.L.

Moseley & J.C. Dessinger (Eds.), Handbook of improving performance in the workplace (Vol. 3, pp. 354–374). San Francisco: Jossey-Bass/Pfeiffer.

International Society for Performance Improvement. (n.d.). Standards and ethics. Retrieved March 3, 2010, from http:// ROGER CHEVALIER, CPT, PhD, is the author of the 2008 ISPI Award of Excellence recipient, A Manager’s Guide to Improving Workplace Performance, published by the American Management Association (2007). He is an independent consultant who specializes in embedding training into comprehensive performance improvement solutions. He has personally trained more than 30,000 managers, supervisors, and salespeople in performance improvement, leadership, coaching, change management, and sales programs in hundreds of workshops.

His Web site is He may be reached at [email protected] . PFI20160.indd 7PFI20160.indd 7 8/6/10 7:46:47 PM8/6/10 7:46:47 PM permission. However, users may print, download, or email articles for individual use. OL 655 Case Study One: Using Training and Development to Spice Up Business Results Guidelines and Rubric Overview This course includes two case studies. These exercises are designed to actively involve you in human resource management decision making and to help you apply the concepts covered in the course to complex real-world situations.

The case studies provide practice reading and give you experience analyzing employee competencies, planning strategic talent development strategies, and forecasting workforce needs. These exercises also provide practice communicating your reasoning in a professional manner. Case Study You may know McCormick & Company from its flavorings and spices that enhance the taste of appetizers, main dishes, and desserts. You should also know that training and development play a strategic role at McCormick & Company. Learning is driven by the company strategy.

The company’s main strategies include growing sales, fostering innovation, managing the cost base, and planning for succession. To ensure that training and development are strategic, the director of learning and development has positioned the training department as a team of performance consultants who serve the needs of the business. Also, McCormick & Company has emphasized teaching at all levels of the organization, with the goal of making the company more agile and able to adapt to change and cope with the loss of expertise due to the retirement of baby boomers. Teachers include trainers and all employees with supervisory responsibility, regardless of their level. McCormick & Company’s board of directors will provide additional funding for training and development initiatives if a business case is made for additional financial resources.

Prompt To answer the prompt below, utilize the following readings: ï‚· “Growing Talent and Sales at McCormickâ€: ï‚· “Gap Analysis Revisitedâ€: ï‚· This week’s textbook reading: Chapter Two of Employee Training and Development ï‚· McCormick & Company’s website: If you were the Vice President of Learning for McCormick, how would you approach training and development? Your paper should include the following: ï‚· Evaluate the types of training and development initiatives would you create ï‚· Design metrics you would use to collect information that allows you to determine and measure the effectiveness of your initiatives ï‚· Defend for or against having employees, who are not training or learning experts, teach others as a means to making training and learning more strategic Guidelines for Submission: Case Study One must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA citations.

Page length requirements: 2–3 pages, not including cover page and references. Rubric Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value Training and Development Initiatives Submission meets “Proficient†and extends explanation to include additional training and development initiatives Evaluates and creates training and development initiatives at McCormick & Company Attempts to evaluate and create training and development initiative at McCormick & Company Does not include training and development initiatives 25 Metrics Submission meets “Proficient†and extends explanation to include all metrics that would be used to determine the effectiveness of the initiatives Designs metrics of measurement to determine the effectiveness of the initiatives Attempts to design metrics of measurement to determine the effectiveness of the initiatives Does not include any metrics of measurement to determine the effectiveness of the initiatives 25 Employees Who Are Not Training or Learning Experts Submission meets “Proficient†and includes additional suggestions as to why or why not employees who are not training or learning experts make training and learning more strategic Defends why or why not employees who are not training or learning experts make training and learning more strategic Attempts to defend why or why not employees who are not training or learning experts make training and learning more strategic Identifies no suggestions as to why or why not employees who are not training or learning experts make training and learning more strategic 25 Articulation of Response Submission is free of errors related to grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to grammar, spelling, syntax, or organization Submission has major errors related to grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to grammar, spelling, syntax, or organization that prevent understanding of ideas 25 Total 100%

Paper for above instructions

Introduction

As the Vice President of Learning for McCormick & Company, the approach to training and development must align with the company’s strategic goals of growing sales, fostering innovation, managing costs, and planning for succession. The goal is not only to enhance employee skills but also to create a culture of continuous learning. This entails designing targeted training initiatives, using effective metrics to gauge their impact, and considering the role of employees in facilitating this learning process.

Training and Development Initiatives

The choice of training and development initiatives at McCormick should be multifaceted to address varying employee needs across different levels of the organization. The following initiatives are recommended:
1. Leadership Development Programs: Given the importance of succession planning, an essential initiative would be a structured Leadership Development Program. This program would identify high-potential employees and provide them access to mentorship, coaching, and leadership training workshops to prepare them for future leadership roles (Day et al., 2014).
2. Cross-Functional Team Training: To foster innovation and collaboration among departments, targeted cross-functional training programs can be introduced. This would involve bringing together employees from various departments to work on specific projects or challenges. This not only develops communication and teamwork skills but also encourages the sharing of diverse perspectives and ideas (Cross & Parker, 2004).
3. Technical Skills Workshops: Given that McCormick is in the flavoring and spice industry, technical skills workshops focusing on food safety, quality assurance, and innovative food processing technologies can be advantageous. Hands-on training sessions could engage employees meaningfully and improve their expertise in areas critical for improving product quality (Duncan & Weiss, 2013).
4. Continuous Learning Platforms: McCormick should establish a digital learning platform to offer continuous education through e-learning modules, webinars, and online certifications. This approach allows employees to learn at their own pace and can aid in retaining knowledge and skills relevant to their job functions.
5. Customer-Centric Training: Since the company emphasizes growth in sales, training in customer service and relationship management can be beneficial. This initiative would equip employees with skills to enhance customer interactions and foster loyalty, which is crucial for achieving sales targets.
These initiatives should be designed to create a culture of learning while being adaptable to the changing needs of the business landscape.

Metrics for Measuring Effectiveness

To analyze the effectiveness of these training initiatives, it is vital to implement robust metrics that provide actionable insights. The following metrics can be utilized:
1. Employee Performance Metrics: Pre-and post-training performance assessments can be conducted, measuring individual KPIs related to productivity, sales, and customer feedback (Kirkpatrick & Kirkpatrick, 2006).
2. Engagement Surveys: Periodic employee engagement surveys can help gauge the training’s impact on morale and motivation levels. A positive shift in engagement scores can indicate that the training initiatives are perceived as beneficial by employees.
3. Retention Rates: Monitoring retention rates post-training can provide insights into the effectiveness of the development initiatives. A decrease in turnover rates after implementing targeted training could suggest that employees feel more valued and competent in their roles (Noe et al., 2014).
4. Business Outcomes: Linking training outcomes to business performance metrics such as sales growth and market share improvements is essential. For instance, if sales increase after customer-centric training, this correlation can validate the training's utility (Phillips & Phillips, 2007).
5. Return on Investment (ROI): Calculating the ROI for different training initiatives helps assess their financial viability. This involves comparing the costs associated with training against the quantifiable business benefits realized from improved employee performance.

Role of Non-Training Experts in Learning

Using employees who are not training or learning experts to facilitate training can be a double-edged sword. On one hand, it can be beneficial; on the other, it poses several challenges.
Benefits:
1. Peer Learning: Employees may find it easier to relate to trainers who are their peers rather than external experts. This can create a more comfortable and engaging learning environment (Boud & Garrick, 1999).
2. Contextual Knowledge: Employees with hands-on experience can provide valuable insights and real-world applications of what they teach. Their perspectives can often be more relevant and practical than those from external training experts.
3. Building Leadership Skills: When employees assume teaching roles, it helps them acquire and hone their leadership and communication skills, contributing to their personal development and career advancement (Garavan et al., 2016).
Drawbacks:
1. Quality Assurance: Non-expert trainers may lack the pedagogical skills necessary for effective teaching. This could lead to misinformation or a failure to deliver content effectively (Knowles et al., 2012).
2. Inconsistent Training Experiences: Delivering training across a wide range of employees with different expertise levels may result in inconsistently executed training initiatives, leading to varying levels of understanding among participants (Baldwin & Ford, 1988).
To mitigate these drawbacks, a blended approach is recommended. Expert-led sessions complemented by peer-led workshops can help maintain a balance between deep subject knowledge and practical application, enhancing the overall effectiveness of the training programs.

Conclusion

In summary, McCormick & Company’s strategic focus on training and development is crucial for driving performance improvement and achieving business goals. By implementing a structured approach to training, carefully measuring the impact of these initiatives, and leveraging employees in teaching roles where appropriate, the company can cultivate a skilled, agile workforce prepared for future challenges. This commitment to learning will not only enhance individual performance but also contribute to the overall success of the organization.

References

1. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x
2. Boud, D., & Garrick, J. (1999). Understanding learning at work. London: Routledge.
3. Cross, R., & Parker, A. (2004). The Hidden Power of Social Networks: Understanding How Work Really Gets Done in Organizations. Harvard Business School Press.
4. Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, H. (2014). Advances in leader and leadership development: A review of 25 years of an emerging literature. The Leadership Quarterly, 25(1), 63–82. https://doi.org/10.1016/j.leaqua.2013.11.004
5. Duncan, J. W., & Weiss, D. J. (2013). The role of performance management in learning organizational. The Learning Organization, 20(1), 50–64. https://doi.org/10.1108/09696471311288372
6. Garavan, T. N., Carbery, R., & Rock, A. (2016). The role of non-formal learning in the development of managerial career capital. Human Resource Development International, 19(5), 404–421. https://doi.org/10.1080/13678868.2016.1215770
7. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. San Francisco, CA: Berrett-Koehler Publishers.
8. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. London: Routledge.
9. Noe, R. A., Tews, M. S., & Marand, A. (2014). Employee Development: A Practical Guide to Developing the Right Skills in Your Employees. Human Resource Management Review, 24(3), 495–507. https://doi.org/10.1016/j.hrmr.2014.02.003
10. Phillips, J. J., & Phillips, P. P. (2007). Return on Investment in Training and Performance Improvement Programs. New York: AMACOM.