PACT K/S Analysis
The goal of knowledge/skill analysis is to derive systematically the enabling knowledge/skill items and document them on the Knowledge/Skill Matrices. KSMs.

The K/S items documented are the enablers that lead to the ideal, high-performance state. These are knowledge/skill items that are not just thought to be needed, but known to be needed.

The Knowledge/Skill Matrices link each knowledge/skill item to the performance that it enables (as described in the Performance Model). Thus, the Performance Model ensures that the discrete knowledge/skill enablers in the Knowledge/Skill Matrices are performance relevant.

And, in turn, the performance orientation is passed on to the design work products for which the Knowledge/Skill Matrix is an input.At least it is in the PACT Processes.

To develop a Knowledge/Skill Matrix, knowledge/skill items are identified and listed on a matrix chart. The process uses a list of predefined knowledge/skill categories.

Additional data points are gathered for each knowledge/skill item on the matrix; these are captured in the columns on the right-hand side of the matrix.

The data in the columns of the Knowledge/Skill Matrix is captured live by the facilitator during the same two- or three-day meeting in which the Performance Model is built. The Knowledge/ Skill Matrix in the Figure below provides you with the data columns.

Up for an Acid Test?
For those in the ISD profession…use the ADDIE model right now as your Performance Model. Take the first category and fill in a copy of the KSM above (click on it and save it and print it out or mash it up with something to fill ‘er in.) You’ll only use the link columns for 5 AoPs…columns A-B-C-D-E. One for each of the 5 blocks of the ADDIE framework.

Print or mash as many pages as needed for your acid test. You might do a “full destructive test” and do a page for at least each “appropriate” K/S Category; not all categories are appropriate for every ISD effort.

If you don’t know ADDIE, pick any business oriented framework where you work…your New Product Development Process…or a familiar process from your work or personal lives. Apply it to a Baby Sitting Performance Model set of AoPs.

For more information about the PACT Processes, Performance Modeling and K/S Analysis, or the workshops and coaching sessions I offer, please contact me:

Guy W Wallace
Certified Performance Technologist
President, EPPIC Inc.

guy.wallace@eppic.biz
http://www.eppic.biz/
mobile: 704- 746- 5126

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You can do simple Lesson Maps for simple performance-based “Instruction & Information” without having the data from a Performance Model or K/S Matrices in hand…you’ll just have to back into it by creating the equivalent set of data.

It’s always easier to short-cut something when you know how to do that something in the longer-route…typically the more “righter” route. But everything is situational.

So is PACT.

Typically I use the data from PACT “Analysis” efforts to frame a T&D Event by capturing the temporary titles of its Lessons as agreed to by the Design Team when facilitated by me, the PACT MCD Designer – the PMD.

Then we as a team further “process” that data to form and inform the “T&D Lessons” of the Event by creating a Lesson Map…for each Lesson of the Event. On each Lesson Map we temporary title it and number it, then draft some quick Learning Objectives…

…and we then drop down into the lower right hand corner and draw a box on our Flip Chart Easel page, formatted in the simple Lesson Map format…for the APPO. Or series of Appos when we want to go from easier to more difficult applications of the topics and or tasks of the Lesson.

“where it will be proved” – where the “it” to be proved is that the learner “got it” or that the training content is capable of enabling them to “get it” – after some data collection after multiple deliveries that is.

…so we begin with the end in mind…performance competence…

…and after just having articulated some draft Learning Objectives to guide us in this very next step…

…we discuss how we might best have the learners/Performers “prove to us” that they learned “it” by applying the Info and Demo insights in some real work…or simulated real work…or in some “talk-through troubleshooting” Appo.

Info. Demo. Appo. — the three columns of the Lesson Map of Instructional Activities.

Tell them. Show them. Have them show it back to you. That’s what we, the Design Team and me as the PACT MCD Designer, need to discuss.

And as the ISD expert in the room…I own the process of ISD. But THEY, the Design Team…they own all of the content and decisions that are not in the realm of good Instructional methods. We have got to work together. Collaborate.

Use the Lesson Map as a visual tool to help process the team by first discussing the “proving” that they got it…your Level 2 evaluations stuff.

What will the Appo be? A quiz? A test? A group discussion? A case study? A simulation exercise? An exercise on a simulator? Some time out of training and into the job to apply what you’ve learned with some watchful coach standing by?

And will there only be one? Or will there be several practices followed by a final test – as in Qualification/Certification Test? Or will the Appo be completed after a series of Infos and Demos was completed in another venue. So many things to consider.

So many means to an Appo.

And if the intended APPO is real work – and they the learners/Performers “can prove” that they “got it” and that they can “do it” – be Performance Competent – then any non-transfer back to the job of Level 3’s concern – is truly a management issue and is outside the realm of ISD…but into the realm of HPT, which includes ISD and more. Much more.

So if you do both ISD and HPT (or some equivalent) than you can continue to support the customer without bringing in additional capabilities. Otherwise you should bring in help.

Back to the Lesson Map. A very useful tool.

An existing Lesson Map may serve as a “cloner” Map – as in the next graphic.

Here I am attempting to simulate the outputs of a quick 3 minute, initial meeting with an internal client to discuss how to “take some existing T&D and create a series of custom versions” of it department by department – for deployment to department by department.

If I met with the client either they handed me this marked up Lesson Map…or this is what I wrote on it during the meeting. And perhaps I am going to hand this off to one of my trusted PACT Practitioners who’ll know exactly what this is all about after their first quick glance.

I have often found myself quickly drawing these hand-drawn Lesson Maps on whiteboards and flip chart easels in my client’s offices to describe the process to them OR begin the process with them.

At some point I usually, but not always, exhaust their knowledge and they realize “what could be” IF “they got the right people together to finish the Mapping exercise.” For there might even be more apparent Lessons in the Event that they have in mind than just this one.

Sneaky trick #7 as John Swinney might say.

For more about Lesson Maps, MCD – Modular Curriculum Development/Acquisition, and the PACT Processes contact:

Guy W Wallace
guy.wallace@eppic.biz

mobile: 704- 746- 5126

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Once a process or bundle of processes has been designed or redesigned to meet the requirements and constraints of all of its stakeholders to the optimum balance, and that all of the appropriate non-human elements are in place, how can the appropriate enterprise support systems and processes better “deploy” and “continuously improve for ROI” the human performers in the process?

It’s still all about better, faster and cheaper.

Stakeholders set the requirements. Humans perform in order to meet those, as assisted by the Environmental Assets in place. Like the Culture/Consequences. It’s part of the environment. It affects the human in the pursuit of Performance Competence. Just as do all of the other enablers.

The enterprise systems and processes that address the human variable, the human asset management systems that enable, in my EPPI methods and models, are those that address:

• Job design and organization design
• Staffing strategies and succession planning
• Recruiting and selection systems
• Training and development
• Performance measurement, certification and management
• Compensation and benefits
• Rewards and recognition.

Talent Management software will come and go in the never-ending cycles of Product Improvements….

What you populate these systems WITH should only change with the changes in the processes themselves…which should only change in response to a change requirement of the stakeholders.

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It takes three or four to tango…to perform with competence. Depending on the model. I’ve got 2 models…one that shows it as 3-parts, another that shows it as 4-parts.

First- my EPPI model breaks the world of processes into a scalable set of three things:

1. The Process itself
2. The enabling Human Assets
3. The enabling Environmental Assets

The Talent Management focus is of course on the Human Assets…the care and feeding of those assets. From “cradle to grave” – as it’s been written before. Although “cradle to grave” has new meaning in today’s world…as in: your time with us. Before moving on to elsewhere.

The BIG PICTURE of EPPI graphic ties all of the pieces of the performance puzzle together…the scalable groupings of processes by “the department” as the final organizational entity. Yours could be different. The view of the enablers that enable the processes to process and produce to stakeholder requirements. Performance Competence at the Enterprise level…with Society being one of the stakeholders for each and every Enterprise…public or private.

Note that the paper PROCESS must be designed in the first place to meet the balanced requirements of its unique stakeholders. If stakeholder requirements are in conflict, they must be resolved. If they can be anticipated this way, then the response can be “planned for” in advance.

Another department with other “owned processes” has a different set of stakeholders, somewhat unique…with some overlap. The Enterprise owners and external customers and competitors….

The management of those unique processes at the department level, when looked at through the lens of the EPPI WBS…Work Breakdown Structure…for the processes of an organizational entity…looks like this next graphic…

Note the AoPs in the “Blue Workstreams” can be owned by the department and/or owned by other departments…where the Individual Contributors from this department are loaned out -so to speak- to other departments to assist in that other department’s owned process or processes. Think of a shared services maintenance department staff being loaned out routinely to other departments for detailed work direction/assignments.

In the complex Value Chain or Chains of an Enterprise, the enabling assets enable all of the paper processes, to make it real. Without those human and environmental assets…what is there? At best it is a paper process design…or an idea for how to do something that needs to be process mapped or performance modeled.

In EPPI and then in the subset methods of The PACT Processes…Processes are bundled within their owner departments in “Systems” and are broken down further, in WBS style, into Areas of Performance – AoPs.

Here is my second model…a 4-part model of the same thing…only configured into 4 things needed…instead of three…

Stakeholders rule. Enterprises exist to serve them. Suppliers meet customer needs AND meet the requirements of all of the other stakeholders or risk the consequences.

If the Government stakeholder says no to what the customer insists you do for them…you risk the consequences in meeting those customer requirements. Requirements that are in conflict.

What would the Owner stakeholders want you to do? Is the Customer the King?

One thing somewhat shortsighted in some Six Sigma approaches is the scrutiny of only the customer requirements rather than looking at all of the stakeholders, in establishing CTQ – Critical to Quality metrics.

It is a fairly simple extension, to look beyond the downstream set of Customers…internal customers leading to external customers and their customers…in a complex Value Chain…or interconnected workstreams.

This is an extension of the PACT Performance Analysis…which looks at Performance Competence and then at the enabling Knowledge/Skills. EPPI looks at the processes’ enablers more broadly than just the K/S enablers.

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Wrapping up the T&D Path’s BEGINNING is often, not always, Survival Skills. If not that – it is then most often the foundational skills – a start to the learning continuum…perhaps a steep learning curve to climb.

The example T&D Path begins with orientations to the company, the function, the department AND just as many other T&D Paths have…with Immediate Survival Skills.

Aka: IMMEDIATE SURVIVAL SKILLS!!!

Who says so? The designated Master Performers and Subject Matter Experts on the CAD Design Team. They were also on the Analysis Team effort that generated the data that was used in the CAD design process after a formal, but quick Gate Review Meeting to ensure that the data was complete, accurate and appropriate in terms of how it would be used in the design process.

That GRM is also were I explain what I think I will do as the designer with my Design Team – so that that Project Steering Team can “redirect me” to what they want if they get a hint of variance. Which is what I am going for here. Redirections.

Or my suggestions as to what I am going to do generate conversation and decisions that are helpful as inputs as I prepare for the Design Phase of CAD with the Design Team.

In the Design Team meeting we process the analysis data.

All to produce a T&D Path or two. Or seven. Or more….

When processing the data it’s important to have done the first step of the 7 step CAD design process very WELL. And that is to have “Established the Path” – which is get everyone on the same page as to what we mean by the T&D Path and what goes on it, and what we are trying to do when we establish the Path’s…Beginning…Middle…and…End.

And for almost every one of the 74 CAD projects I have done, almost all T&D Paths produced had a very important aspect…the importance of the BEGINNING of the Path.

What ONBOARDING concerns itself with in the new Talent Management world/space…all the orientations, alignments, planning, HR paperwork, etc. Plus.

Plus what? Plus often – advanced organizers to all aspects of my job as an individual contributor and/or as a team member in defined processes…all covered for me in groupings of Areas of Performance.

And then PLUS…IMMEDIATE SURVIVAL SKILLS.

After those are placed it is easier to “time frame” the Path’s overall BEGINNING Phase. By having done so first with the individual sub-phases of the Beginning:

Beginning of the Beginning, the Middle of the Beginning, and the End of the Beginning.

As is…when will or should the BB be done? The BM? And then the BE?

Then it’s off to defining the Middle of the Path. Whose own sub-phases may take on different lables – that might reflect the prevailing process or processes of this target audience. The MB…MM…ME. And then the same is done for the End of the Path.

The T&D Paths use the “B-M-E concept” to force a sorting of what is to be learned when…and/or how to organize it for the user community…the learners/Performers and their management.

For more information about T&D Paths and CAD and the PACT Processes for T&D/ Learning/ Knowledge Management contact:

Guy W Wallace

guywwallace@gmail.com

mobile: 704- 746- 5126

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To achieve the 7 ROI goals of the PACT Processes for T&D/ Learning/ Knowledge Management – it is necessary to put some infrastructure in place. The ECA – Enterprise Content Architecture is one of those items.

Today we are living in the world of Information Technology and Web 2.0 and 3.0. In the past one lived in the worlds of paper file cabinets, filmstrips, videos. The ECA organizes all of our inputs, designs, and outputs of efforts for performance-based “INFORMATION & INSTRUCTION” – when employed with the PACT Processes.

Because in PACT we know we wish to “appropriately” populate our ECA with performance enabling content that will #1 IMPACT the PERFORMANCE capabilities of learners/Performers in their various WORKFLOWS – we know exactly what to capture in analysis, what to produce with it in design, and how to use all of that when we develop or acquire the content necessary to address the worthy gaps of any Curriculum Architecture Design for any target audience or target audiences.

That is what PACT does. It guides that in an accelerated manner. Then you build and buy content, or insource it from yourselves…reuse…and make it available for PUSH target audiences when you need more control of on-the-job “performance competence” and for PULL target audiences who you wish to open your content to for their informal learning needs…driven by their very real performance competence needs. Using any authoring tools/systems and any administrative system: LMS/LCMS.

Using the ECA as an organizing framework…that is customized to the workflows of your Enterprise will increase ReUse. To increase appropriate reuse…when used in conjunction with other PACT design philosophies, methods and tools.

The ECA has three major segments, besides a fourth where your actual Inventory of Final Content is stored:

ECA Segment A
Segment A is for the storage/retrieval of legacy content…that and all other content which is not “PACT modular” – meaning it doesn’t fit the PACT configuration rules/guidelines reflected in the 5 Tier framework of Segment C for content.

Segment A of the ECA also is where one would store all of the Lessons Learned, Best Practices, and captured sets of externally generated content all related to the operations of your organizational entity…department…to be the internal providers for performance-based INSTRUCTION & INFORMATION. Plus your unique version of The WELL. More on The WELL later.

ECA Segment B
Segment B is where all of the PACT Design data is stored (the PACT Analysis data is stored in Segment C), plus all archives of prior versions. This includes T&D Paths…all T&D Event and Module Specs from CAD efforts…and all T&D Event Maps, Lesson Maps and Instructional Activity Specs from MCD efforts.

This segment is used by PACT Practitioners looking to adopt or adapt prior designs at any level…CAD design…MCD design…IAD design or development templates used in MCD or IAD projects in the past.

And here is where you would store all of the ETA data from the Analysis efforts.

ECA Segment C
Segment C of the ECA is where all “PACT modular” content is stored for retrieval by PUSH and PULL target audiences, by facilitators for group-paced deployments, and by coaches in Structured OJT deployments. Note: Final Instructional & Informational products are stored in Segment D of the ECA.

And by Developers in Phase 4 of MCD and IAD when so directed “to reuse content” by the design document inputs to their “Development Phase” efforts – or when they search for it on their own…to save their time…when not so directed…as empowered by PACT.

Tier 1 has all of the typical orientations to the company…but also for each Business Unit/Division. And for each Function.

And for each Department where an overview of their EPPA – Enterprise Process Performance Architecture – is available…describing at a very high level all of the Enterprise processes (workflows) and which teams and individual job titles are involved. This is written from the analysis outputs…the Performance Model data.

Tier 1 continues with Orientation content on all of the department’s Teams and Individual Job Titles. All short – and to the PERFORMANCE POINT.

Tier 2 contains all of the advanced organizers for the EPPA as available by prioritized PACT analysis efforts. Organized by the EPPA to ensure that the workflow of the processes themselves are central to the objectives for content: Informational & Instructional. This is where the analysis data is housed.

Tier 3 is organized by the 17 categories of enabling K/S used in PACT Analysis efforts. And by a couple to many sub-categories for each.

Tier 4 and 5 content are “How To” in nature and together have a 1:1 relationship with every Tier 2 chunk of content…typically for me at the AoP level of organization/content compiling/clustering/segmenting.

The only difference between Tier 4 and 5 – is that Tier 4 is for more than one Target Audience and Tier 5 is for one defined Target Audience. Tier 4 content is usually more difficult to develop than Tier 5 content.

ECA Segment D
Segment D of the ECA is where all of the assemblies – as shared or unique Events or Lessons or Instructional Activities – are inventoried.

ReUse City
Tiers 2-3-4-5 contain much content that is perfect for reuse for other target audiences…AI…as is…other than for whom the content was originally targeted. If not that, then perhaps original content can be used…AM…after modification….and even legacy content! Might as well attempt to resue that – and modularize it according to PACT when doing so.

The organization of all of this content makes it much easier to locate existing content for reuse AI and/or AM by developers and development teams…or by SMEs on their own. And this segment of the ECA is to organize all derivatives and to track the original from the derivatives.

Here is where a bunch of “Instructional Activities” on Motorcycle Maintenance for the service technicians taken to the SKILL level in their Info, Demo and Appos…can later be turned into Knowledge level content and Awareness level content…as appropriate…for other target audiences.

And where higher level overview content for higher level target audiences that was created first, – can later guide the more detailed content needed by other target audiences. To keep aligned.

This approach to organizing content is akin to aircraft designers using their CAD-CAM systems standard parts inventories and collections of prior designs…as one key element in their approach and tool-set necessary for producing higher quality aircraft better, faster and cheaper.

PACT is a proven route to ReUse City!

The WELL
The WELL is the place for all of your source materials…photos of the CEO, the HQ campus, the company intramural sports winners for every year of the competition.

And for the policies and procedures and tools/templates of your department when it comes to guiding and enabling the producing of all of the appropriate content for the ECA.

The WELL is a SUPER-ORGANIZED, logical, intuitive library of accessible logos, branding imagery, photos, pictures, drawings, graphical elements, graphics, and PACT unique plan examples & templates, report/document examples & templates, presentation examples & templates.

The WELL and the ECA…to facilitate re-use of content components. And to facilitate the PACT Processes.

ECA – A component of the PACT Processes Infrastructure
Segment D? That Segment would be organized in the manner in which course catalogs might have been organized in the past…as if organized for a single target audience…before the LMS.

In any event it is a non-redundant list of all of your “offerings” at the administrative level…that level at which you track completions, orders, etc.

For more about the PACT Processes and the ECA, contact:

Guy W Wallace

guy.wallace@eppic.biz

mobile: 704- 746- 5126

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