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Work flow, Performance Analysis - Coggle Diagram
Work flow
Action Maping
Invite key stake holders
We are
understanding the performance problem
we want to solve and identifying how the organization's performance will improve quantitatively when that problem is solved by training a specific audience.
Quantification
A measure that we already use that will increase or decrease by X% by a specific date/time as the people in question do what they are not doing
Performance Objective
what is it that our audience needs to do specifically observably on the job for us to reach this goal
Why is the audience not doing what they need to do?
Brainsorming
Scenario activities
What information we need to give to te audience to enable them to perform these activities
questions to ask the clients to identify why the audiencee is not doing the job?
information-gathering strategies
reviewing relevant literature
no budget for needs analysis
before choosing this method, it is necessary to understand that the information found in documents can be outdated, inaccurate, incomplete and disorganized.
conducting direct observations
when the training goal is to teach a new
skill or change a behavior
disadvantages to this method. One of them is that people typically perform better when
they know they are being observed
conducting interviews and focus groups
gathering information about current business needs,
performance, and audience analysis.
clarify confusing information collected by either observation or reading relevant literature
The main problem with interviews, however, is that they can be biased as they rely on the reactions and opinions of respondents. In addition, interviews can be costly and time consuming
Focus groups
same advantages and disadvantages as interviews
takes a lot of time to analyze the information gathered from the entire group
it is best to limit focus groups to ten participants
there are typically participants who dominate the discussion, leaving the opinions of less outspoken group members unheard
the lack of anonymity
Surveys
obtain both qualitative and quantitative data
data gathered from this source is not always precise
With surveys, participants do not have the luxury of asking questions or clarifying ambiguous statements. Therefore, if they do not interpret the question correctly, the results will be skewed.
Types of Surveys and rating scales
• The Likert Scale
Likert Scale ranges from 1 to 10 with 1 being the worst and 10 being the best possible option
• Dichotomous questions
are yes/no questions
• Multiple-choice questions
• Semantic differential
Semantic Differential is a type of survey used to measure the meaning of concepts, events, and objects based on peoples’ perceptions and attitudes. This scale typically provides two or more contrasting ideas and asks people to rate them as important – not important, valuable – useless, interesting – boring, and so on
• Open-ended questions
Five Why Technique.
The essence of this technique is to keep asking the Why questions until you arrive at the root cause of the problem
lack necessary skills or knowledge
lack necessary skills or knowledge
Training is the solution
the lack of motivation
if the problem is with motivation, lack of tools, or organizational support, then it is a performance improvement issue, and training will not solve the problem.
Task Analysis
• Task analysis
identifies knowledge and skills needed to accomplish instructional goals
list of questions that should be considered during the task analysis.
• How often is the task performed? If the task is rarely performed, there is a possibility that learners may forget the steps needed to complete it, so you may decide to include a job aid with step-by-step instructions.
• Is the task critical to the performance of the job? What is the risk associated with not being able to perform the task? What is going to happen if the learners will not learn how to perform the task correctly? What are the consequences? Is it something that people must be able to do well or just need to have some basic understanding of how to perform the task?
• Is this task performed separately or as part of other tasks? Do the learners need to have some background knowledge about the topic? Do they need to possess certain skills prior to taking your course? This information will help you determine whether you can make assumptions about learners’ prior knowledge or have to teach everything from scratch.
• What is the relationship between all the tasks? Are the tasks you are teaching related? If so, what do you need to teach first?
• What is the complexity of the task? If the task is difficult to perform, you may want to include additional practice. If on the other hand, the task is relatively simple, one or two exercises may be enough. The complexity of the task can also help you figure out whether a blended learning approach needs to be considered.
Performance Analysis