Front End Analysis What’s the Problem?

Components of Assessment

The assessment process examines • what the problem is • what needs to be learned • what resources are available • who the learners are • what the learners already know in an attempt to define the problem the learning is intended to solve.

What is the problem?

Part of creating an e-learning solution is ensuring that an e-learning piece is actually the best solution for the problem. A performance consulting solution looks for the gap between the desired state and the existing state. Existing Behavior

Zap the Gaps

Desired Behavior

The solution, which may not be training at all, is the answer to bring the existing behavior to the desired behavior state. In Zap the Gaps , by Ken Blanchard, Dana Robinson and Jim Robinson, the process is identified as 1. 2. 3. 4.

Look at Other Issues

 GAP 

Go for the “shoulds” (desired behavior) Analyze the “is” (existing behavior) Pin down the cause Select the solution

There are often other “fast fixes” which may be applied to the problem. Before we invest a lot of time in developing e-learning, we may want to look at other possibilities for the problem. Robert Mager 1 has created an excellent diagnostic tool that helps with the search. It is reproduced on the following page. Continued on next page

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Mager, R. Pipe, P. (1997) Analyzing Performance Problems or You Really Oughta Wanna. Atlanta: The Center for Effective Performance

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

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What’s the Problem?, Continued

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

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What’s the Problem?, Continued

Joe Harless Front End Analysis

There are different issues when there is a new performance need as opposed to a present goal deficit.

Continued on next page

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

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What’s the Problem?, Continued

ISPI HPT Model

ISPI uses the Human Performance Technology Model and considers a variety of support tools.

Continued on next page

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

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What’s the Problem?, Continued

ASTD HPI Model

ASTD uses the Human Performance Intervention Model, considering the need for change management as part of the process.

Continued on next page

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What’s the Problem?, Continued

Six Boxes

The Six Boxes Model (Carl Binder, www.sixboxes.com ) or Behavior Influencing Model (Tina Teodorescu, www.competencesystems.com ) both have their roots in the work of TF Gilbert, and examine six areas that can be positively or negatively influencing the employee. We consider the positive and negative influences on each area in examining the system.

External/Environmental Conditions 85% of the problems are here

1) Expectations & Feedback

2) Tools & Resources

3) Consequences & Incentives

Internal/Employee Conditions 15% of the problems are here

4) Skills & Knowledge

5) Selection, Assignment, Capacity

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

6) Motives & Preferences

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Enablers

1) Expectations & Feedback

2) Tools & Resources

3) Consequences & Incentives

Descriptions and measures of expected work outputs

Tools, resources, time, materials, and physical environment designed to support optimal work output and comfort

Sufficient financial incentives contingent upon desired performance

Clear and relevant information/expectations on how to do the job Relevant, timely, frequent, positive, concrete feedback about how one is performing against expectations

Access to managers, coaches, and experts on a timely basis Sufficient personnel to support efficient workgroup performance

Non-monetary incentives for success Informal positive social consequences for doing the right thing from managers and peers Career development opportunities

Constructive suggestions for improvement and corrective feedback

Optimal work processes and job designs

Clear consequences for poor performance

Reference tools and resources that are easy to use and built of the job

Consequences that match expectations and feedback

Poor contradictory, or absent descriptions and measures of expected work outputs

Not enough people, money, time, supplies, equipment, or other resources to do the job efficiently and effectively

Too little compensation

Lack of good coaching from managers

Informal negative social consequences for doing the right thing from managers and/or peers

Ambiguous, subjective, or conflicting information /expectations on how to do the job

Obstructions

External/Environmental Influence

Performance Influencing Model: Boxes 1-3

No recognition for exemplary performance

Vague, infrequent, negative, delayed, unconstructive feedback about hot one is performing against expectations.

Inefficient, poorly designed jobs and workflow Lack of needed support functions/staff

Informal positive social consequences or easy excuses for doing the wrong thing

Too many different expectations, lack of clear priorities

Bad ergonomics or other physical environment factors.

Unclear or absent career development opportunities or career planning process

Reference tools or needed information that is hard to use or find, irrelevant, absent, not helpful, and/or information overloaded

Poor performance rewarded the same as good performance

Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

Consequences inconsistent with expectations and feedback

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Enablers

4) Skills & Knowledge

5) Selection, Assignment, Capacity

6) Motives & Preferences

Training that teaches the skills and knowledge required to accomplish organizational goals

A good match between the capacity and characteristics of people and jobs

Incentives and compensation that people are motivated to work for- they want what is available

Opportunity to learn by the most efficient and effective means, in classrooms, self-study, with means, with managers and coaches

Effective selection processes and tools

Assignments and job functions that sufficiently fit individual’s preferences

Training designed to support performance of exemplary performers Training to teach proficiency in the use of the best tools and resources

Other personal attributes and characteristics needed for success in the job Assignment to jobs/tasks that are a good match with people’s skills, knowledge, and preferences

Positive, enthusiastic attitude about job and company Good relations with co-workers and environment that supports positive social feelings.

Effective skills training, opportunities to practice skills, and skill support/modeling from managers Training and other learning methods that are cumbersome, ineffective, not worth the time, or don’t produce performance improvement

Obstructions

Internal/Employee Influence

Performance Influencing Model: Boxes 4-6

Training as the automatic solution to performance problems Training not based on characteristics of exemplary performance

People with intrinsically different abilities than the job requires

Incentives and compensation that just isn’t worth the work, if there are other jobs available

Performance scheduling demands that prevent people from being at their peak

Assignments and job functions that conflict with individuals’ preferences

Inappropriate social behavior

Negative, cynical, or defeated attitude about job and company

No background or interest in the job

Training on wrong objectives/topics—not based on real gaps

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Chronically problematic relations with co-workers Unpleasant working conditions

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What Needs to Be Learned?

Task Analysis

Once we determine that the issue is worth perusing and believe that e-learning is the best solution, we need to analyze the tasks, looking for the knowledge, skills and attitudes of the desired end state. At this point we are compiling knowledge. We will need to cull this down as we write the course.

KSAs

Look for the knowledge, skills and attitudes. Ask: • What do they need to know at the end of the course?

• What do they need to be able to do at the end of the course?

• What attitudes do they need to have at the end of the course?

Practice

Creating a chart like this is helpful for identifying the issues that need to be covered. Knowledge Skills Attitudes

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Set the Plan Understanding by Design

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Stage 1: Identify Desired Results Established Goals What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? Enduring Understandings Students will understand that… • What are the big ideas? • What specific understanding about the ideas are desired? • What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?

Students will know… • What key knowledge and skills students acquire as a result of this unit?

Students will be able to…

In what way do the knowledge and skills help students to master the enduring understandings?

Stage 2: Determine Evidence for Assessing Learning Performance Tasks: • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged?

Other Evidence: • Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning?

Stage 3: Build Learning Plan Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design… • Help students know where the unit is going and what is expected? • Help teachers know where the students are coming from (prior knowledge, interests)? • Hook all students and hold their interest? • Equip students, help them experience the key ideas and explore the issues? • Provide opportunities to rethink and revise their understandings and work? • Allow students to evaluate their work and its implications? • Be tailored (personalized) to the different needs, interests, and abilities of learners? • Be organized to maximize initial and sustained engagement as well as effective learning? McTighe & Wiggins, (2001) Understanding by Design Front End Analysis: Show Me the Problem Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

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Tool 8-1. Front-End Analysis Synthesis Tool Question Information 1. Are expectations clearly communicated? — Clearly sent — Clearly received 2. Is there any conflict over expectations? — Conflicting expectations — Conflicting priorities 3. Are expectations achievable given capabilities, resources, and constraints? — Acceptable — Attainable 4. Are there adequate role models of desired performance? — Appropriate or credible models — Accessible models 5. Are there performance standards? — Clear and measurable — Reasonable and attainable 6. Do workers receive feedback? — Timely — Specific — Confirming or corrective — Work-related, not personal 7. Do workers have access to required information? — Easy to access — Timely — Accurate and up to date — Clear and comprehensible Tools and Resources 1. Are required equipment and tools readily available? — Reliable — Efficient — Safe 2. Are materials and supplies available? — Quantity — Quality

Findings

Gap Factor

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Lack of clarity ¨ In transmission ¨ In reception

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Conflicting expectations Conflicting priorities

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Expectations unacceptable Expectations unattainable

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Lack of appropriate models Inaccessible role models

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Lack of clear, measurable performance standards ¨ Immeasurable standards ¨ Unreasonable standards Lack of feedback that is ¨ Timely ¨ Specific ¨ Confirming or corrective ¨ Task focused Lack of access to required information ¨ Hard to access ¨ Not timely ¨ Inaccurate or out of date ¨ Unclear

Equipment or tools unavailable ¨ Unreliable ¨ Inefficient ¨ Unsafe

Lack of materials or supplies ¨ Quantity ¨ Quality

Recommended Actions

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Clarify communication of expectations

Resolve or eliminate expectation conflicts

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Modify expectations

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Provide role models

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Specify or modify performance standards

Develop a feedback system

Provide access to required information

Provide adequate equipment or tools

Provide adequate materials or supplies

Question Tools and Resources (continued) 3. Is there time to perform correctly? — Amount — Timing 4. Are there adequate job aids, performance-support tools, or reference materials to facilitate performance? 5. Is the environment supportive of desired performance? — Physical — Administrative — Emotional 6. Is there adequate human support to monitor and encourage desired performance? — Management or supervisory — Specialists — Co-workers 7. Are policies, processes, or procedures supportive of desired performance? — Available — Based on sound logic and efficiency — Clear and comprehensible Incentives/Consequences 1. Is compensation adequate for desired performance? — Competitive — Fair 2. Are there appropriate financial rewards for desired performance? — Perceived as fair — Perceived as fairly distributed — Efficiently administered 3. Are there meaningful nonpay incentives or recognition for desired performance? — Valued by recipients — Perceived as fair

Findings

Gap Factor

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Lack of sufficient time ¨ Amount ¨ Timing

Lack of support materials to facilitate performance

Lack of supportive environment ¨ Physical ¨ Administrative ¨ Emotional

Lack of human support ¨ Management or supervisory ¨ Specialists ¨ Co-workers

Lack of supportive policies, processes, or procedures ¨ Not available ¨ Not sound ¨ Not clear

Inadequate compensation ¨ Not competitive ¨ Perceived as unfair

Lack of appropriate financial rewards ¨ Unfair ¨ Unfairly distributed ¨ Poorly administered

Lack of meaningful nonpay incentives ¨ Insufficient or nonexistent ¨ Not valued ¨ Unfair

Recommended Actions

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Provide sufficient time or scheduling

Provide job aids, performancesupport systems, or reference materials

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Redesign the environment

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Provide human support

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Provide or redesign supportive policies, processes, or procedures

Adjust compensation

Provide appropriate financial rewards

Provide meaningful nonpay incentives or recognition

Question Incentives/Consequences (continued) 4. Do workers see a relationship between superior performance and career advancement? — Perceived as adequate — Perceived as fair 5. Are incentives and rewards scheduled appropriately?

6. Are workers punished for performing correctly? — By management or supervisors — By co-workers — By customers 7. Are workers rewarded for performing incorrectly? — By management — By co-workers — By customers Knowledge and Skills 1. Do workers possess the essential skills and knowledge to perform adequately? — Basic skills and knowledge — Advanced or technical skills and knowledge — Skills and knowledge for specific tasks 2. Are workers able to discriminate between good and poor performance? — In others — In themselves 3. Are workers smooth and “fluent” in their performance? — Speed — Smoothness 4. Do workers have sufficient opportunities to apply skills and knowledge to maintain proficiency? — Frequency — Variety

Findings

Gap Factor

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Lack of relationship between performance and career advancement ¨ Inadequate ¨ Unfair Poor timing of incentives and rewards

Punishment for desirable performance ¨ By management ¨ By co-workers ¨ By customers Rewards for undesirable performance ¨ By management ¨ By co-workers ¨ By customers

Lack of essential skills and knowledge ¨ Basic ¨ Advanced or technical ¨ Task specific

Lack of discrimination between good and poor performance ¨ Others ¨ Self

Lack of performance fluency ¨ Slow ¨ Hesitant

Lack of opportunity to maintain proficiency ¨ Lack of frequency ¨ Lack of variety

Recommended Actions

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Link career-advancement opportunities with performance

Redesign timing of incentives or rewards

Eliminate punishments for desired performance

Eliminate rewards for poor performance

Provide training

Provide performance discrimination training with feedback

Provide practice with feedback

Provide periodic practice with feedback

Question Capacity 1. Do workers have the required capacity to perform correctly? — Personal characteristics and values — Intellectual — Emotional — Interpersonal — Management or organizational — Physical, perceptual, or psychomotor 2. Do workers possess required prerequisites to perform correctly? — Education or training — Technical — Experience 3. Do workers possess appropriate political, cultural, or linguistic capacity to perform correctly? 4. Do workers have personal limitations that prevent them from performing as desired? — Family — Health or disabilities — Education — Other Motivation 1. Do workers value the required performance? — Initially — Over time 2. Are workers confident they can perform as desired? — Underconfident — Overconfident 3. Do workers feel threatened in their work? — By management or supervisors — By co-workers — By their work environment 4. Do workers perceive that they are treated fairly? — In work assignments — In career advancement — In compensation — In hiring practices

Findings

Gap Factor

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Lack of capacity to perform ¨ Personal traits ¨ Intellectual ¨ Emotional ¨ Interpersonal ¨ Management ¨ Physical

Lack of prerequisites ¨ Educational ¨ Technical ¨ Experiential

Lack of political, cultural, or linguistic capacity

Personal limitations that inhibit desired performance ¨ Family ¨ Health or disabilities ¨ Education ¨ Other

Lack of value for desired performance ¨ Initially ¨ Over time Lack of appropriate level of confidence ¨ Underconfident ¨ Overconfident Threatening work conditions ¨ Management ¨ Co-workers ¨ Environment

Perceived lack of fairness ¨ Work assignments ¨ Career advancement ¨ Equity

Recommended Actions

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Revise selection criteria and procedures; shift personnel or tasks to match capacity with job requirements

Select for prerequisites; train or provide seasoning experience

Select for appropriate political, cultural, or linguistic requirements

Provide accommodation or resources to overcome limitations

Demonstrate value

Provide credible models and support; provide examples of consequences due to overconfidence Eliminate threats and threatening conditions

Eliminate discriminatory practices; demonstrate fairness and equity practices

Question Task Interferences 1. Do workers perform tasks that interfere with desired performance? — Tasks interfere — Conditions interfere External Forces 1. Are there factors outside the workplace that affect attainment of desired performance? — Economic — Cultural, political, or social — Physical — Health related 2. Are there competitive factors that affect attainment of desired performance? 3. Are there events occurring that affect attainment of desired results?

Findings

Gap Factor

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Interferences ¨ Tasks ¨ Conditions

External factors that inhibit desired performance ¨ Economic ¨ Cultural, political, or social ¨ Physical ¨ Health related

Recommended Actions

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Competitive factors

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External events

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Eliminate interfering conditions; eliminate or reassign interfering tasks

Counter or accommodate for external factors

Counter or accommodate for competitive factors

Exploit or accommodate for external events