Video Series 09 – Go For Performance – Instructional Analysis Efforts

Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

01

Instructional Analysis begins with your Intake Process where you clarify the request, flip requests for Topics – into Tasks and Outputs, current state baselines for key metrics to be impacted, and identify both the target audiences and key resources available. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

02

Instructional Analysis continues with your Stakeholder Interviews as you probe their take on the target audience and their Performance Requirements and any current state gaps and resources to use and/or avoid during analysis, design, and development. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

03

Instructional Analysis continues with your Project Planning and Review/ Approval Process of the Project Plan – the need, the baseline metrics to improve, the project’s approach, tasks, and schedule – and the Master Performers and Other Subject Matter Experts to leverage during the effort. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

04

Instructional Analysis continues with your Target Audience Analysis efforts where you focus on the incoming knowledge and skills from their prior education and experiences so that you can decide what’s safe to assume about them and what is not – to later affect the modular design of content so people can skip what they won’t need and what they already know. Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

05

Instructional Analysis continues with your Performance Analysis efforts where you work with an Analysis Team of Master Performers and Other Subject Matter Experts to determine the tasks and outputs of the job, plus the real-world barriers that the Performers will face, to anchor your eventual instruction – for both Job Aids and/or Training to the authentic Performance Competence Requirements from back on-the-job. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

06

Instructional Analysis continues with your Enabling Knowledge/Skills efforts which are derived after establishing the authentic Performance Competence Requirements needed back on-the-job – so that unnecessary, extraneous, seductive details can later be culled and avoided in the design and development efforts. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

07

Instructional Analysis continues with your Assessment of Existing T&D Content for Potential Reuse purposes. We need to do a better job of reuse of existing content, either as is or after modification – depending on the authenticity of that existing content – and quit wasting shareholder equity reinventing the wheel, so to speak. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

08

Instructional Analysis continues with your Review of the Analysis data with your Project Steering Team – the client and key stakeholders. Facilitate that review and enable them to question and challenge the data, and ask them to add to or otherwise amend it and focus it as they see fit, as stakeholders and leaders of those target audiences and business processes. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

09

Instructional Analysis continues with your Design efforts if as you process the analysis data into the design you are open to adding to and detailing the analysis data. It’s helpful to work with a Design Team of members from the Analysis Team. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

10

Instructional Analysis continues with your Design Review with your Project Steering Team – the client and key stakeholders. When you facilitate their review and enable them to question and challenge the design you should gain insights into what’s important and what is not regarding the Performance Competence they desire of the target audiences. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

11

Instructional Analysis continues with your Development efforts as you build out the content’s Application Exercises, and then any Demonstrations and then the minimal amount of Information needed to enable authentic Practice with Feedback in the Application Exercises that should go from easy-peasy, to difficult, to darn difficult – and to The Practice Exercise From Hades if that’s what the Performance Context might demand from the learners/Performers. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

12

Instructional Analysis continues with your Alpha Testing efforts. When you review your first drafts of your Job Aids and Training – the Alpha Versions – you are attempting to make it as Accurate and Complete and Appropriate as possible, as soon as possible. Have people take a look at it and attempt to use it – and solicit their feedback in a thorough debriefing. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

13

Instructional Analysis continues with your Beta Testing efforts. When you review your second drafts of your Job Aids and Training – the Beta Versions – you are attempting to make it as Accurate and Complete and Appropriate as possible, as soon as possible. Have new people take a look at it and attempt to use it – and solicit their feedback in a thorough debriefing. Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

14

Instructional Analysis continues with your Pilot Testing efforts. When you test your third drafts of your Job Aids and Training – the Pilot Test Versions – you are attempting to have the Job Aids used in authentic situations – and any Training taken in as authentic a manner as feasible – to conduct FULL DESTRUCTIVE TESTS. Have both new target audience members and Master Performers use the Job Aids and/or participate in the Training effort, to measure learning with the former and accuracy, completeness, and appropriateness with the latter. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

15

Instructional Analysis continues with your Pilot Test Review with your Project Steering Team – the client and key stakeholders. Facilitate the review of the Pilot Test efforts results and feedback and enable them to question and challenge the data, and ask them to approve your Revision Recommendations or to revise them to create Revision Specifications, as they see fit, as stakeholders and leaders of those target audiences and business processes with an eye toward having a positive impact back on-the-job. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

16

Instructional Analysis continues with your post-Pilot Test Revision efforts. This might require additional analysis to address whatever shortcomings might have existed in the Pilot Test versions. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

17

Instructional Analysis continues with your ongoing evaluation efforts from deployments and/or access of the Instructional Job Aids and/or Training. Someone or some system should be monitoring the feedback from learners, instructors, or coaches for signals that content maintenance is needed and then probe further for exactly what needs to be addressed. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

18

Instructional Analysis can and should occur throughout the life cycle processes of request intake, project planning and review, analysis, design, development, deployment, and maintenance – if your ISD processes are designed to accomplish that. If they are not – perhaps you should revisit them for Continuous or Discontinuous Improvement efforts. Instructional Analysis should not be a one-shot effort in some waterfall approach to developing performance-based Instruction, and Instruction includes both Job Aids and Training.

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