UMBC 603 Job Aid For Larry Monroe

Analysis Data-gathering element of instructional design The who, what, where, why and by whom of the design process Foundation for any instructional design project Instructional designers can never know too much Curiosity is the first skill that belongs in the designer’s tool kit

Analysis Sequence Client Request Gap Analysis Yes Root Cause Analysis is the cause of the gap known? Client Request Gap Analysis Yes Root Cause Analysis Training Needs Analysis Make Recommendation Lack of skill/knowledge a root cause? Yes No

Analysis must determine: if a problem exists that can be appropriately addressed by training what goals and objectives the training should address what resouces are available for the project who requires the training and their needs (population profiles) all additional data needed to successfully complete the project

Performance Gap Analysis (PGA) A gap analysis starts with the articulation of the desired and current states of business and employee performance The descrepancy (or gap) is defined in clearly quantifiable terms Compare your current state (with less than ideal performance) to the future state (with ideal performance) What are your current business results, stated in measureable terms? What would your business results look like if performance was where it should be? A PGA is generated anytime you have a client

PGA Model Desired State Current State Operational Results The results the business wants to achieve Operational Results The results the business is achieving Employee Performance What employees would know or do differently in the future to produce the desired operational results Employee Performance What employees know or do that keep operational results where they are today

Performance Gap Questions Describe what your business results would be if this were a perfect world. What activities would your employees need to be engaged in to achieve ideal business results? What leads you to believe that this is an issue? If things were going right, what would the outcome of this process be? What activities are employees engaged in that contribute to the issue? How would employee performance look different if your desired outcomes were achieved?

Desired Results or State PGA Model Desired State Current State Desired Results or State Current State Performance Gap (Delta)

Root Cause Analysis (RCA) Process of examining a performance gap and determining why the gap exists Provides a holistic approach that may or may not involve training Focus on the question: Why are employees not peforming as desired? Do not imply a solution Define the performance gap without bias!

RCA Conduct a root cause analysis if the reasons for the gap are complex Key Questions to ask are: How do performers know when they perform the task correctly or incorrectly? Are there consequences for poor performance? Do performers know how to perform the required activities? Do performers see benefits in performing the required activities? Is the workflow conducive to efficient performance? Have expectations for performance been set and clearly communicated?

RCA Factors to Consider Physical Resources – Tools, materials, technology, supplies and so on Structure/Process – Steps to follow, realistic policies, mission statement and so on Information – Performance feedback, clear standards, reliable data Knowledge – Training aids, coaching, mentoring, OJT, continuing education Motives – Recognition, bonuses, opportunitiy for advancement Wellness – Better health care systems, counseling, exercise, relaxation, diet

Front-End Analysis (FEA) Creates a blueprint for creating instruction Can save time and money Defines project requirements, describes the ideal performance or instruction to meet the project requirements, and identifies acceptable alternatives

The FEA Process Define the learning or job as it exists now Define the best possible learning or job outcome after training or other solutions Rank the new goals in order of importance Identify discrepancies between “what is” and “what should be” Determine positive areas of learning or job performance

The FEA Process Set priorities for actions List all possible solutions along with the impact of not providing any solution Define the impact of each solution with regard to time, money, and customer satisfaction Make recommendations, based upon learning or performance goals, desired results, financial resources, and other relevant factors

FEA Report The FEA process provides the who, what, when, why, and how of instruction Combines analysis into one report that may or may not recommend training If training is required, a Training Needs Analysis follows

Training Needs Analysis (TNA) Dive deep into all of the details you need to know in order to design a training solution to help close a gap in employee skills or knowledge Use PGA and RCA to feed into this analysis Make recommendations, based upon learning or performance goals, desired results, financial resources, and other relevant factors

TNA Sub-Analysis Audience Analysis – Target Population Job Analysis – Duties and Tasks, competencies Task Analysis – Step-by-step of job tasks Content Analysis – What to include in training Environmental, Media and Cost-Benefit analysis may also be included

Training Needs Analysis (TNA) Questions to consider to ask the Subject Matter Experts (SMEs) What is the issue that training will address? Who is the target audience? What are the consequences to the learning audience if the learning objectives are not met? Describe the subject matter (content) How often will the content need to be updated? Additional questions can be found in ASCD Infoline Pubilication in the job aid section

References: Hodell, Chuck. ISD from the ground up: a no-nonsense approach to instructional design. Alexandria, VA: American Society for Training & Development, 2000. Print. Franklin, Maren. "Performance Gap Analysis." Infoline March.0603 (2006): 1-16. Print. Bunson, Stan. "Front-end Analysis: Blueprint for Success (Part 1)." Learning Solutions Magazine. Learning Solutions, 11 July 2011. Web. 8 Dec. 2013. <http://www.learningsolutionsmag.com/articles