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
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What’s the Problem?, Continued
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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
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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
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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
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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
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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,
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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