intro to analysis professor allison rossett updated james marshall, fall 2005 619.594.6088...

Intro to Analysis

Professor Allison Rossett updated James Marshall, Fall 2005

619.594.6088arossett@mail.sdsu.edu

www.josseybass.com/rossett.html

Our New World

Training center

Respond

Instructor dominated

Teaching & learning

Bureaucratic control

Distributed & desktop

Anticipate & consult

Learner centered

Results

On demand

“Training will have to be very efficient, increasingly more individualized, and on demand, embedded in the system that employees use to perform their work."

Training 2000Internal Revenue Service

You are a training manager (with a performance perspective, natch) for a large, BIG 5 accounting firm. You want your consultants, 11,500 of them, to be more savvy about an emergent area: security and encryption. Oh, not all need to be EXPERTS. But they need to know enough to talk intelligently, to ask questions, to find the right experts.

First, get with 4 or 5 classmates and visit this web site. Take 5 minutes to get a feel for the site and content. Next, use your readings in FTF, Gilbert, and the FTF web site to respond to the practice that follows.

Practice

“Thanks for stopping by. Here’s the story.We’re taking a beating on this

security and encryption thing.Frankly, I think our consultants

haven’t a clue, but I’m not sure.I want them to get skilled up on it, learn all

about it, you know.Somebody told me about this online

program from NCSU and I thought maybe we’d put them all through it. What do you

think?”

Practice

Practice:What questions would you ask the sponsor?

• ?• ?• ?• ?• ?

“You cannot solve a problem

if you are thinking

at the same level you were

when you created the problem.”

Albert Einstein

How does analysis help you look at things with fresh eyes?

Analysis--the basics

• Substance & politics

• Iterative: two flavors of analysis: performance analysis & needs assessment

• Focused on THREE kinds of information

Three kinds of information

Optimals :what we want them toknow and do and thinkabout

Find it where? Customer/SME opinionStrategic docs, the litObservations of models

Actuals :what they now do: currentperformance and efforts

Work productsFeedback from customersRecords of results

Drivers :what gets in the way now;what might get in the way;what drives performanceaka, causes and barriers

Job incumbent opinionsSupervisor opinionsThe literature

Finding the gaps

• Optimals — Actuals = Gaps

Optimals— Actuals

Gap(s)Cause

s

SolutionSystems

4 kinds of causes or drivers

Problems with people

1. Skills and knowledge– They don’t know how to do it– They’ve forgotten– There’s too much to know and it’s

volatile

4 kinds of causes or drivers

Problems with people

2. Motivation– They don’t know why to do it– They don’t care– They don’t believe they can

value x confidence = motivation

4 kinds of causes or drivers

Problems with the Organizational Culture

3. Environment– They don’t have the “right” tools,

equipment, time, policies, physical space or processes.

4 kinds of causes or drivers

Problems with the Organizational Culture

4. Incentives– They aren’t asked to do so.– Doing it results in a hassle.– Doing it is ignored.– Not doing it is rewarded.

Examples of drivers at work

1. Skills & knowledge

2. Motivation

3. Environment

4. Incentives

Teachers leave their computers in the closet because they don’t know how to use them. Service reps fail to provide information-- can’t remember regs.

Some don’t see the value of the new software; the old works just fine! Engineers doubt they can be ‘digital.’

The on line help system is complex, difficult to use, and not a good match for functional challenges. Orders must be reentered into the system three times prior to filling.

Supervisors regularly give more jobs, and more difficult jobs, to the people who produce the most.

Practice: drivers in your work?

1. Skills & knowledge

2. Motivation

3. Environment

4. Incentives

Causes define solutions

Lack of skill or knowledgePeople don’t because they don’t know how, or they’ve forgotten, or there’s just too much to know.

• Education/training• Information support (job aids)• Documentation• Knowledge management• Coaching and mentoring• Selection of people who already

know how

Solutions

Causes define solutions

• Weak or absent motivationPeople don’t because they don’t care or they don’t believe they can.

• Education/training• Information support (job aids)• Documentation• Knowledge management• Coaching, mentoring• Participatory goal setting• Selection of people who want to

do it

Solutions

Causes define solutions

• Ineffective environmentPeople don’t because processes or jobs are poorly designed, or necessary tools or memory are unavailable or...

• Re-engineered processes• New or improved tools or

technologies or work spaces• New policies• Job design or redesign• Job enrichment• Poka-yoke

http://www.campbell.berry.edu/faculty/jgrout/everyday.html

Solutions

Causes define solutions

• Ineffective or absent incentives

People don’t because doing it isn’t recognized,

doing it is a hassle, or not doing it is ignored.• Improved appraisal/recognition

programs

• Management development

• New policies

• Participatory programs, like

quality circles

Solutions

How to do it:PA vs TNA

Performance Analysis

NeedsAssessment

Info emphases Optimals, actuals,causes

Optimals, actuals

Typical ???sWhere are wegoing? What is inthe way?

Best ways to doit? How to thinkabout it?

Outcomes A description ofthe plan ofaction, &supporting data

Detailed blueprintfor classes, EPSS,job aids,collaborations...

How to do it:PA vs TNA

Performance Analysis

NeedsAssessment

Analyses Audience; gap;and front endanalyses

Goal; content; taskanalyses

Sources Records, sponsor;work products

Experts, H2Owalkers, lit

Outcomes The plan andrationale

Detailed blueprintfor classes, WBT,job aids

PA------>TNA

Actuals

Is

Job Aids

Gap Analysis

Optimals

Oughts

Causes

Drivers

Solution System

Recommendation

T&D

TNA’s

Solution Partners

EPSS

Courses

CBT/WBT

Revised Course

Cause Analysis

A quickie tour of analyses associated with performance analysis

Audience analysis Description of the target group, of the people you are serving [actuals]

Gap analysis The difference between what is and what ought to be; specifies ‘sweet spots’ [optimals minus actuals]

Front end analysis

Seeks out the details of causes and drivers in order to define the solution system [drivers]

See http://edweb.sdsu.edu/courses/EDTEC540/Syllabus/Buffy/buffy_part2.html

A quickie tour of analyses associated with training needs assessment

Task analysis What it is that solid performers do; this is how we parse the details of strong, visible performance [optimals]

Content or subject matter analysis

Seeks the details what it is that knowledgeable people think about; this is the quest for the essence of understanding [optimals]

Goal Analysis This is where you define solid performance for an abstract goal [optimals]

See http://edweb.sdsu.edu/courses/EDTEC540/Syllabus/Buffy/buffy_part2.html

“For every complex problem

there is a simple solution

which is, inevitably, wrong.”

H. L. Mencken