Step 1 In the Process of Performance Analysis Process
Is to chunk the segments of Performance into what I call Areas of Performance – AoPs … or if you prefer… AsoP.
Performance Analysis itself is the second type of analysis in my ISD methodologies known as PACT (since the late 1980s/early 1990s):
- Target Audience Analysis
- Performance Analysis
- Knowledge/Skills Analysis
- Existing Training Analysis
I use the following format and ask the learners/Performers to focus on something familiar to start … something such as their first kid job … a summer job where they got paid by someone other than mom or dad or some other relative.
After doing this on your own prior job(s) – take on someone else’s summer/kid job – your kids, friends, etc. Then move on to more adult type jobs – which are usually – but not always – more complex than kid jobs.
Note that I typically teach this after teaching how to complete the Performance Models and Knowledge/Skills Matrices – as that’s where the AoPs lead – and beginning with the ends … or next ends in mind is most always helpful.
The exception to that sequence is if the Target Audience has witnessed the entire process – something that was part of my PPTT – PACT Process Technology Transfer efforts with my clients. Search on PPTT if you have more interest in that.
Sounds Like Tasks and Not Topics
AoPs are NOT about knowing something – but are doing something. What do your AoPs sound like? Things to know – or things to do?
By Tasks – I really mean Task-sets. The A in ADDIE represents many tasks for example.
Follow the Cycle – or Cycles of the job performance.
Minimize Overlaps and Gaps
Overlaps = bad.
Gaps = bad.
Again – don’t confuse the enabling Knowledge/Skills overlaps with the AoPs.
I may need to know and have the skills about word processing … or keyboard skills … to document both my Analysis efforts and my Design efforts … as in ADDIE … but the A and the D are the AoPs … not the keyboarding skills.
Having overlaps in AoPs means that the next step of Knowledge/Skills Analysis will generate a ton of redundancy in those results.
For your learning self-check.
My Blogs have covered this in the past. Search using AoPs for additional posts.
Like the Old Saw
Eat the Performance – or chunk the performance – one chunk at a time. Yes – you’ll have to most likely understand how the pieces work together as a system.
The Answers to the Self Test above are:
- ISD Professional = Non-Example (Bad) – things to know in the mix
- Milkman/Milkperson = Good Example – non-overlapping task-sets
Models and Matrices- NSPI PIJ -1984 – 5 page PDF – the first publication of the performance and enabler analysis methods for ISD, from NSPI’s (ISPI’s) Performance & Instruction Journal, November 1984.
Perf Modeling & Enabler Analysis – HR-Com – 2003 – 17 page PDF – an online publication at HR.Com in 2003 covering the analysis of both Performance Competence Requirements and the Enablers – part of my ISD (PACT) and Performance Improvement (EPPI) methods.
Click on image to link to the download page.
Note: the cover design for “lean-ISD” was created by the late Geary A. Rummler.
Note: Guy W. Wallace’s book “lean-ISD” – was a recipient of a 2002 Award of Excellence for Instructional Communication from the International Society for Performance Improvement.
lean-ISD is also available as a $15 paperback book – and $7.50 as a Kindle – for more and to order – please go – here.
– for Analysts in performance-based Instruction and Performance Improvement efforts.
Paperback $15 and Kindle $7.50
PACT as a brand was part of my former businesses at SWI– Svenson & Wallace, Inc. – and then CADDI– Curriculum Architecture Design & Development Institute, Inc. – and then EPPIC– Enterprise Process Performance Improvement Consultancy, Inc.
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