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Intro to Analysis
Professor Allison Rossett updated James Marshall, Fall 2005
www.josseybass.com/rossett.html
Our New World
Training center
Respond
Instructor dominated
Teaching & learning
Bureaucratic control
Distributed & desktop
Anticipate & consult
Learner centered
Results
On demand
“Training will have to be very efficient, increasingly more individualized, and on demand, embedded in the system that employees use to perform their work."
Training 2000Internal Revenue Service
You are a training manager (with a performance perspective, natch) for a large, BIG 5 accounting firm. You want your consultants, 11,500 of them, to be more savvy about an emergent area: security and encryption. Oh, not all need to be EXPERTS. But they need to know enough to talk intelligently, to ask questions, to find the right experts.
First, get with 4 or 5 classmates and visit this web site. Take 5 minutes to get a feel for the site and content. Next, use your readings in FTF, Gilbert, and the FTF web site to respond to the practice that follows.
Practice
“Thanks for stopping by. Here’s the story.We’re taking a beating on this
security and encryption thing.Frankly, I think our consultants
haven’t a clue, but I’m not sure.I want them to get skilled up on it, learn all
about it, you know.Somebody told me about this online
program from NCSU and I thought maybe we’d put them all through it. What do you
think?”
Practice
Practice:What questions would you ask the sponsor?
• ?• ?• ?• ?• ?
“You cannot solve a problem
if you are thinking
at the same level you were
when you created the problem.”
Albert Einstein
How does analysis help you look at things with fresh eyes?
Analysis--the basics
• Substance & politics
• Iterative: two flavors of analysis: performance analysis & needs assessment
• Focused on THREE kinds of information
Three kinds of information
Optimals :what we want them toknow and do and thinkabout
Find it where? Customer/SME opinionStrategic docs, the litObservations of models
Actuals :what they now do: currentperformance and efforts
Work productsFeedback from customersRecords of results
Drivers :what gets in the way now;what might get in the way;what drives performanceaka, causes and barriers
Job incumbent opinionsSupervisor opinionsThe literature
Finding the gaps
• Optimals — Actuals = Gaps
Optimals— Actuals
Gap(s)Cause
s
SolutionSystems
4 kinds of causes or drivers
Problems with people
1. Skills and knowledge– They don’t know how to do it– They’ve forgotten– There’s too much to know and it’s
volatile
4 kinds of causes or drivers
Problems with people
2. Motivation– They don’t know why to do it– They don’t care– They don’t believe they can
value x confidence = motivation
4 kinds of causes or drivers
Problems with the Organizational Culture
3. Environment– They don’t have the “right” tools,
equipment, time, policies, physical space or processes.
4 kinds of causes or drivers
Problems with the Organizational Culture
4. Incentives– They aren’t asked to do so.– Doing it results in a hassle.– Doing it is ignored.– Not doing it is rewarded.
Examples of drivers at work
1. Skills & knowledge
2. Motivation
3. Environment
4. Incentives
Teachers leave their computers in the closet because they don’t know how to use them. Service reps fail to provide information-- can’t remember regs.
Some don’t see the value of the new software; the old works just fine! Engineers doubt they can be ‘digital.’
The on line help system is complex, difficult to use, and not a good match for functional challenges. Orders must be reentered into the system three times prior to filling.
Supervisors regularly give more jobs, and more difficult jobs, to the people who produce the most.
Practice: drivers in your work?
1. Skills & knowledge
2. Motivation
3. Environment
4. Incentives
Causes define solutions
Lack of skill or knowledgePeople don’t because they don’t know how, or they’ve forgotten, or there’s just too much to know.
• Education/training• Information support (job aids)• Documentation• Knowledge management• Coaching and mentoring• Selection of people who already
know how
Solutions
Causes define solutions
• Weak or absent motivationPeople don’t because they don’t care or they don’t believe they can.
• Education/training• Information support (job aids)• Documentation• Knowledge management• Coaching, mentoring• Participatory goal setting• Selection of people who want to
do it
Solutions
Causes define solutions
• Ineffective environmentPeople don’t because processes or jobs are poorly designed, or necessary tools or memory are unavailable or...
• Re-engineered processes• New or improved tools or
technologies or work spaces• New policies• Job design or redesign• Job enrichment• Poka-yoke
http://www.campbell.berry.edu/faculty/jgrout/everyday.html
Solutions
Causes define solutions
• Ineffective or absent incentives
People don’t because doing it isn’t recognized,
doing it is a hassle, or not doing it is ignored.• Improved appraisal/recognition
programs
• Management development
• New policies
• Participatory programs, like
quality circles
Solutions
How to do it:PA vs TNA
Performance Analysis
NeedsAssessment
Info emphases Optimals, actuals,causes
Optimals, actuals
Typical ???sWhere are wegoing? What is inthe way?
Best ways to doit? How to thinkabout it?
Outcomes A description ofthe plan ofaction, &supporting data
Detailed blueprintfor classes, EPSS,job aids,collaborations...
How to do it:PA vs TNA
Performance Analysis
NeedsAssessment
Analyses Audience; gap;and front endanalyses
Goal; content; taskanalyses
Sources Records, sponsor;work products
Experts, H2Owalkers, lit
Outcomes The plan andrationale
Detailed blueprintfor classes, WBT,job aids
PA------>TNA
Actuals
Is
Job Aids
Gap Analysis
Optimals
Oughts
Causes
Drivers
Solution System
Recommendation
T&D
TNA’s
Solution Partners
EPSS
Courses
CBT/WBT
Revised Course
Cause Analysis
A quickie tour of analyses associated with performance analysis
Audience analysis Description of the target group, of the people you are serving [actuals]
Gap analysis The difference between what is and what ought to be; specifies ‘sweet spots’ [optimals minus actuals]
Front end analysis
Seeks out the details of causes and drivers in order to define the solution system [drivers]
See http://edweb.sdsu.edu/courses/EDTEC540/Syllabus/Buffy/buffy_part2.html
A quickie tour of analyses associated with training needs assessment
Task analysis What it is that solid performers do; this is how we parse the details of strong, visible performance [optimals]
Content or subject matter analysis
Seeks the details what it is that knowledgeable people think about; this is the quest for the essence of understanding [optimals]
Goal Analysis This is where you define solid performance for an abstract goal [optimals]
See http://edweb.sdsu.edu/courses/EDTEC540/Syllabus/Buffy/buffy_part2.html
“For every complex problem
there is a simple solution
which is, inevitably, wrong.”
H. L. Mencken
