Take any set of Areas of Performance – AoPs – such as the ADDIE Model – or the DMAIC Model – and see if you can apply this Performance Model format to one chunk/AoP – and then define the Outputs and their Key Measures and their Key Tasks. You’d almost “be all the way there” then in terms of getting aligned to and focused on Performance.
But after completing a Performance Model Chart or two or three – wouldn’t you already know exactly what your 3-part behavioral learning objectives might need to be – at least for your Terminal Objectives – and also what the measures would be for both Level 2 and Level 3?
And your are not yet done with analysis and you already have that spelled out!?!
Because – isn’t that what is captured in the first columns (on the left) of the PM Chart? The Ideal side of the Performance Model – versus the Gap side on the right.
And those objectives would be on the Performance Competence Requirements – including on how to avoid the situations that cause the gaps, and if unavoidable, what to do about it. Which are spelled out in the columns from the Gap Analysis on the right.
I’ve been focused on the Performance Competence Requirements for Learners since 1979 using the Performance Model as the anchor for the other types of analysis and design and development and testing.
That’s why I quickly facilitate teams of Master Performers to build these models, consensus models – that then feed the next step in Analysis – when in the PACT Processes we follow up by systematically deriving the enabling Knowledge/Skills – and again when doing Design work – at any of 3 levels – post-Analysis.
To make sure that these are authentic I have this all come from the Master Performers.
So that Performance-Enabling Context can be developed for the Performance Context.
For more information and options for training your staff as instructional analysts – please contact me via email at:
# # #