Capturing Performance Data from Performance Analysis – on Performance Model Charts

Performance Model charts capture performance data such as Output and their measures/ standards, and the associated Tasks.

It’s Task Analysis within the context of a worthy output (as Gilbert might have called it).

Inputs are captured within Task statements if the intent is a real detailed listing of tasks. Most of my analyses are more “macro” – high level – for CAD efforts, Curriculum Architecture Design efforts. But I’ve done micro too – although I usually save that for the developers in that Development/ Acquisition Phase of an MCD – Modular Curriculum Development effort (my ADDIE-like methodology set).

The graphic below shows two of what I call “Output/Task Clusters” (clusters of data).

Next a “gap analysis” can be conducted at the output measures level – because pinpointing gaps at the task level is typically not needed for ISD efforts – but your situation may vary.

When a “typical” as opposed to an “atypical” gap is present – as known by the Master Performers, when outputs don’t meet the measures/ standards, typically, then that data is captured on the Performance Model chart too. But be careful to not “indict” every single “O/T Cluster.” That’s not the goal.

From here you can begin to systematically derive the enabling knowledge/ skills. I have 17 categories to guide that effort, to make it systematic and thorough. See my book lean-ISD for details on those 17 categories.

When there are many “O/T Clusters” in the scope of your initiative, you may need to organize the “Areas of Performance” first before diving deep for that O/T data. Just so you don’t get lost in the details before understanding the big picture yourself. And for the group of Master Performers who know the answers – but need some help in first articulating it and then coming to consensus about wording, etc.

Modeling Mastery Performance – is done capturing this data by facilitating a group of Master Performers – and is followed immediately by deriving the enabling knowledge/skills – to determine what should be addressed in some future state instructional and/or informational content offerings.

And that enables looking at and assessing all current state existing content – with some yard stick in hand. The yard stick of ideal performance and it’s enablers.

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