establishing areas of performance

EPPIC Inc.Achieve Peak Performance

EPPIC Inc.EPPIC Inc.Achieve Peak Performance

www.eppic.biz

to protect and improve the enterprise

Establishing “Areas of Performance” Establishing “Areas of Performance”

as the Analysis Frameworkas the Analysis Framework

ClinicClinic

ISPI 2006 Instructional Systems for Results Fall SymposiumISPI 2006 Instructional Systems for Results Fall SymposiumLake Buena Vista, Florida | September 14, 2006Lake Buena Vista, Florida | September 14, 2006

Guy W. Wallace, CPTGuy W. Wallace, CPTPresident, EPPIC Inc.President, EPPIC Inc.

ISPI 2006 Instructional Systems for Results Fall Symposium - Establishing Areas of Performance as the Analysis Framework ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved September 14, 2006 E-04 9-2006


Session Administrative Session Administrative OpenOpen

Terminal Performance Objectives

Describe the expertise, process steps, and analysis questions for facilitating a group* to identify the Areas of Performance (AoP) for a job or a multi-job process

Conduct an analysis effort with a team to define Areas of Performance (AoPs)

* of Master Performers and Subject Matter Experts



Clinic’s Lesson Map Clinic’s Lesson Map of Instructional of Instructional

ActivitiesActivities

Information Demonstration Application

1- Open

2- AoP Intent, Examples, Team Process Guidelines

3- AoPs Eliciting Questions and Job Aid Overview

8- Facilitator & Analysis Team Expertise Requirements & Guy’s Lessons Learned

4- Slow-Motion Demos for Several Familiar Jobs

6- Summer Job “B” Analysis

5- Summer Job “A” Analysis

7- Readouts, Debriefing and Q&A

3 min

10 min

5 min 15 min

15 min

15 min

15 min

10 min

9- Close/ Q&A5 min



Areas of Performance - Areas of Performance - AoPsAoPs

Areas of Performance are intended to…

Segment process/performance into “chunks”“chunks” for analysis efforts

Take a process/performance process/performance orientationorientation versus topical/content orientation…or a generic competency orientation

To segment, look first for linear process flows or “cycles”“cycles” within the performance scope and then all other job/performance “components”

Cycles within cycles Separate cycles

AKA: Key result areas, accomplishments, duties, AKA: Key result areas, accomplishments, duties, etc.etc.

ExampleExampleAoPs

Payroll, Banking, and

Financial Management



G.

StaffRecruiting,Selection,

and Training


and Training

WorkScheduling

WorkScheduling

A. B.

ProgressiveDisciplineProgressiveDiscipline

StoreOperations

StoreOperations

CustomerServiceCustomerService

InventoryManagement

InventoryManagement

TMC StoresStore Manager

PERFORMANCE MODELAreas of Performance

C. D. E.

F.

©1999 CADDI, Inc.

ExampleExampleAoPs





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.


StoreOperations

StoreOperations


InventoryManagement

InventoryManagement



C. D. E.

F.

ExampleExample





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.


StoreOperations

StoreOperations


InventoryManagement

InventoryManagement



C. D. E.

F.Payroll,

Banking, and Financial

Management



G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.


StoreOperations

StoreOperations

CustomerServiceCustomerSales & Service

InventoryManagement

InventoryManagement



C. D. E.

F.

©2002 EPPIC, Inc.







G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.

ProgressiveDiscipline


StoreOperations

StoreOperations

CustomerService

CustomerSales & Service

InventoryManagement

InventoryManagement



C. D. E.

F.

©2002 EPPIC, Inc.

PM- Performance ModelPM- Performance ModelAreas of Performance (AoPs)Areas of Performance (AoPs)

AoPs segment the performance into chunks, both

Linear performance chunks of process performance

Non-linear performance chunks of process performance

Example: Convenient Store

Manager



Example 1Example 1





G.

Staff Staff Recruiting, Recruiting, Selection, Selection,

and and TrainingTraining

Staff Staff Recruiting, Recruiting, Selection, Selection,

and and TrainingTraining

A.A.

Work Scheduling

Work Scheduling

B.

TMC StoresStore ManagementPERFORMANCE MODELAreas of Performance

Progressive Discipline

Progressive Discipline

C.

Store Operations

Store Operations

D.

Customer Sales & Service

Customer Sales & Service

E.

Inventory Management

Inventory Management

F.

©2002 EPPIC, Inc.

AoPs lead to further analysis of…

Form Design ©2002 EPPIC, Inc. 11/02 Page 1

Area of Performance: A. Staff Recruiting, Selection, and Training

• Key Outputs- Measures Key Tasks

Probable GapCause(s)

dEdKdI

Roles/Responsibilities

1 2 3 4

dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI =deficiency - Individual attribute/value

Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk

TypicalPerformance Gaps

The Most Convenient StoreStore Manager

Performance Model

• Identify need for additional staff and complete internal paperwork

•Create and place local ads

•Select candidates for interviewing

• Interview and select candidates for offer

•Make hiring offer(s)

•Complete paperwork to fill the position

• New staff hired- Timely- Qualified

•Too few candidates

•Poor choice

•Poor recruiting•Local economy

•Neglect to check references

•References do not provide key information

dKdE

dK

dE

AoPs lead to further analysis of… Performance requirements & gaps

The Most Convenient StoresStore Manager

Knowledge/Skill Matrix

Form Design ©2002 EPPIC, Inc. 11/02 Page 1

Codes: Link to Area of PerformanceA = Staff Recruiting, Selection,

and TrainingB = Work Scheduling C = Progressive DisciplineD = Store Operations

Link to Area of Performance DepthA/K/S

Knowledge/Skill Category: 1. Company Policies/Procedures

K/S Item A B C D E F G

Select/Train

S/TCriticality

H/M/LVolatility

H/M/LDifficulty

H/M/L

Criticality/Difficulty/VolatilityH = HighM = MediumL = Low

Depth of CoverageA = AwarenessK = KnowledgeS = Skill

E =Customer ServiceF =Inventory ManagementG = Payroll, Banking, and


•EEO

•Affirmative action

•Vacation and day-off policy

•Discipline policy

•Suspension procedure

•Store hours policy

•Credit card sales procedure

•New hire orientation procedure

X

X

X

X

X

X

X X X

X

X

X X X X

X X

X

T

T

T

T

T

T

T

T

H

H

H

H

H

H

H

L

M

M

M

H

L

L

L

L

L

L

L

L

L

L

L

L

K

K

K

K

K

K

K

K

AoPs lead to further analysis of… Enabling K/Ss



TMC Stores

Number: Title: Provider:

Course Description

Primary Delivery Method:

GP – Group-paced Classroom Lab

1-1 – One-on-one S-OJT (training) U-OJT

SP – Self-paced Readings/Exercises Web Site Pages CBT VideotapeOther

Special Requirements for Delivery

Equipment Facility Instructor License Requirement Other

Yes No

Course Fit Assessment

Related Process(es), Area(s) of Performance, orTasks

Include as Is Use as Source:

Materials Attached (e.g., course description)

Do not use

Continued on Side Two

Notes:

Enabling Knowledge/Skill Items:

Class Size:

> 20 10 – 20 < 10 Other

Depth/Level:

Awareness Knowledge Skill (EDP No.______) Current Target Audience:

All engineers Other Other

Course Owner/Contact:

Copyright Owner:

Licensing Agreement:

Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Existing T&DAssessment

Form ©2002 EPPIC, Inc.REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 11/02 Page 1

TMC Stores

Number: Title: Provider:

Course Description

Primary Delivery Method:

GP – Group-paced Classroom Lab

1-1 – One-on-one S-OJT (training) U-OJT

SP – Self-paced Readings/Exercises Web Site Pages CBT VideotapeOther

Special Requirements for Delivery

Equipment Facility Instructor License Requirement Other

Yes No

Course Fit Assessment

Related Process(es), Area(s) of Performance, orTasks

Include as Is Use as Source:

Materials Attached (e.g., course description)

Do not use

Continued on Side Two

Notes:

Enabling Knowledge/Skill Items:

Class Size:

> 20 10 – 20 < 10 Other

Depth/Level:

Awareness Knowledge Skill (EDP No.______) Current Target Audience:

All engineers Other Other

Course Owner/Contact:

Copyright Owner:

Licensing Agreement:

Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Existing T&DAssessment

Form ©2002 EPPIC, Inc.REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 11/02 Page 1

Interviewing Skills10342

AoPs lead to further analysis of…

•Existing T&D

- E.g.: Interviewing Skills



AoP Segments AoP Segments Goal: Minimize overlaps and gaps of AoP “performance segments”

Good

• No gaps or overlaps

•Gaps•Overlaps

Bad

AoP

AoPAoP

AoP

AoP

AoP AoP

AoP

AoP AoP

Example Example SegmentationSegmentation



Performance Segments Performance Segments

Goal: Minimize overlaps and gaps of AoP “performance segments”

Good


•Gaps•Overlaps

Bad

AoP

AoPAoP

AoP

AoP

AoP AoP

AoP

AoP AoP

Example Example Segmentation 1Segmentation 1

Customer Contact

Customer Service

Active Listening

Requirements Definition

Conduct Project Meetings with Client

Electrical Engineering

Customer Satisfaction

Design Solution

Oversee Installation



Performance Segments Performance Segments Goal: Minimize overlaps and gaps of AoP “performance segments”

Good


•Gaps•Overlaps

Bad

AoP

AoPAoP

AoP

AoP

AoP AoP

AoP

AoP AoP

Example Example Segmentation 2Segmentation 2

Project Planning

Analysis

Design

Development

Pilot Test

Update

Roll Out

Recruiting Support

Special Assignments



Example 2Example 2

PersonalDevelopment

PersonalDevelopment

7.

Territory Planning

Territory Planning

Account Planning

Account Planning

1. 2.Customer

Call Planning

and Preparation

Customer Call

Planning and

Preparation

Customer Call

Conduct

Customer Call

ConductSales

Follow-up

SalesFollow-up

Reports and Administrati

on

Reports and Administrati

on

ABC CompanyAccount

RepresentativePERFORMANCE MODELAreas of Performance

3. 4. 5.

6.

©2002 EPPIC, Inc.



Example 3Example 3 Facilitator Presentation Only



Example 4Example 4 Facilitator Presentation OnlyNon

Non Example

Non Example

Non Example



Analysis Team Meeting

Analysis Team ParticipantsAnalysis Team Participants

The Analysis of AoPs is best accomplished via a participative, facilitated analysis team effort using . . .

Master performers (MPs)

Subject matter experts (SMEs)

Novice performers (NPs) (6-12 months job experience)

Management and supervisory personnel (M&Ss)

*The effort can also be accomplished via individual analysis interviews *The effort can also be accomplished via individual analysis interviews and document reviews, but at increased costs and cycle times due to and document reviews, but at increased costs and cycle times due to

the post-effort review cycles to get consensus of the key playersthe post-effort review cycles to get consensus of the key players

*The effort can also be accomplished via individual analysis interviews *The effort can also be accomplished via individual analysis interviews and document reviews, but at increased costs and cycle times due to and document reviews, but at increased costs and cycle times due to

the post-effort review cycles to get consensus of the key playersthe post-effort review cycles to get consensus of the key players



Analysis Team Process Analysis Team Process GuidelinesGuidelines

When identifying AoPs with a team…

Start by wastingwasting a flip chart page…and announcing your intent to do so…to rough it out before finalizing

First thing said gets written down on the flip chart…and then ask the group to react to it after that first “stake has been planted.” Then try to “plant” another one…upstream or downstream from the first stake (potential AoP)

Ask for/listen for OutputsOutputs/deliverables/outcomes/results Key performance cyclescycles Natural breaks in work flowbreaks in work flow

With the Analysis Team Clean-up the Rough Draft AoPs Combine, Reword to Minimize Gaps/Overlaps Sequence AoPs for Logical Presentation to Other in the

Target Audience



Analysis Questions Analysis Questions

AoPs and the Performance AoPs and the Performance ModelModel

Performance Data Question(s) to Ask

Areas of Performance What are the major phases or elements of the performance or process?

What are the chunks of the job?

How can we break this performance up into some logical segments (somewhere between five to nine is ideal)?

Outputs Produced •What are the key deliverables/outputs produced within this Area of Performance?•What is left over when you are finished performing the tasks?

Measures •What are the measures/metrics that can be applied to the output?•How can you tell a good output from a bad one?

Standards •What are the standards of acceptable performance given those measures?

Tasks Performed •What are the tasks performed to produce those outputs?

Roles and Responsibilities • Who is involved in this performance? For example, whose task responsibility is it to E = Execute S = Support I = Input to R = Review/give feedback A = Approve/reject

Typical Performance Gaps • Given those measures and standards, where do the performer’s outputs typically fall short in meeting the expectations?



Analysis Questions Analysis Questions

AoPs and the Performance AoPs and the Performance Model Model -continued-continued

Performance Data Question(s) to Ask

Probable Gap Cause(s)

dE(Environment)

Is the cause of the performance gap due to a lack of environmental supports? Information/data Organizational structure Procedures/policies Tools/equipment Materials Task interference Feedback Consequences

dK(Knowledge/

Skill)

• Is the performance gap caused by a lack of the performer’s knowledge and/or skill?

dI(Individual Attribute/

Value)

• Is the performance gap caused by a poorly selected individual who has neither the physical, psychological, and/or intellectual attributes and/or values to perform or learn/acquire the skill?



The Questions to Elicit The Questions to Elicit Potential Potential AoPsAoPs

There is no one set of questions that will work with every group. You must learn to paraphrase these that follow.

A list of initial Areas of Performance – AoPs – might be generated by asking questions similar to the following…

What are the major phases or elements of the performance or process?

What are the chunks of the job?

How can we break this performance up into some logical segments (somewhere between five to nine is ideal)?

What are some others?



Demonstrations…Demonstrations…

Slow Motion DemosSlow Motion Demos

Example Example __________________________

Example Example __________________________

Example Example __________________________

Baby Sitter

Grocery Store Bagger

Postal Delivery Worker



Applications…Applications…

Segmenting the AoPsSegmenting the AoPs

Work in teams of two (A & B) to construct an AoP framework for a “past” Summer Job* for each person.

* Or some other “simple job”

Analyze Summer Job “B” 15

Readouts 10

General debriefing and Q&A 4.5

# Step Minutes

Start Stop

1

2

3

4

5

Select past Summer Jobs to use .5

Analyze Summer Job “A” and identify the AoPs

15

Start time: Stop time:



Exercise…Exercise…


Self-test Questions: Does everything about this performance fit within one of these AoP “buckets”? Are there no overlaps? Will others accept this configuration?

Person 1 -Summer Job A:



Exercise…Exercise…


Self-test Questions: Does everything about this performance fit within one of these AoP “buckets”? Are there no overlaps? Will others accept this configuration?

Person 2 -Summer Job B:



Exercise Debriefing…Exercise Debriefing…


What was easy? And why?:

What was hard? And why?:

Ah Ha’s:



The Framework of The Framework of Areas of Performance…Areas of Performance…

Area of Performance:



dEdKdI


1 2 3 4

dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/

value

Role: 1 =2 =3 =4 =


TMC StoresPerformance Model

Form Design ©1999 CADDI, Inc. 4/99 Page 1




dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =




TMC Stores Knowledge/ Skill Matrix

Form Design ©1999 C A DDI, Inc . 4/99 Page 1

Codes: Link to Area of PerformanceA =B =C =D =

Link to Area of Performance DepthA/K/S

Knowledge/Skill Category:

K/S Item A B C D E F G

Select/Train S/T

CriticalityH/M/L

VolatilityH/M/L

DifficultyH/M/L

Critic ality/Difficulty/VolatilityH = HighM = MediumL = Low

Depth of CoverageA = AwarenessK = KnowledgeS = Skill

E = F =G =

AoPsAoPsEnabler MatricesEnabler Matrices

Human Asset EnablersHuman Asset Enablers• Knowledge/skills

• Physical Attributes

• Psychological Attributes

• Intellectual Attributes

• Personal Values

Environmental Asset Environmental Asset EnablersEnablers

• Data/information

• Materials/supplies

• Tools/equipment

• Facilities/grounds

• Budget/headcount

• Culture/consequences

Facilitate Facilitate the the

modeling of modeling of process process

performancperformance e

and the and the systematic systematic derivation derivation of both the of both the Human & Human &

EnvironmenEnvironmental Asset tal Asset EnablersEnablers

There is Room Here to Put a Two-Line Presentation Title if Needed;Just be Sure to Try to Break it in a Logical Place (if Possible!) ©1999 CADDI, Inc. XXX ### ##/##/## Page 1

TMC Store Manager AoPs





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©1999 CADDI, Inc.

There is Room Here to Put a Two-Line Presentation Title if Needed;Just be Sure to Try to Break it in a Logical Place (if Possible!) ©1999 CADDI, Inc. XXX ### ##/##/## Page 1

TMC Store Manager AoPs





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©1999 CADDI, Inc.





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©1999 CADDI, Inc.

Performance Performance ModelsModels



Expertise Required/ Lessons Expertise Required/ Lessons LearnedLearned

Facilitator Expertise…- Directive, Group Facilitation skills

- Instructional Design

- or “other improvement intervention” design and their “process’ input requirements”

Analysis Team Expertise…- Performance Mastery

- versus Subject Matter Expertise

- Communications skills

- Interpersonal skills

- Willingness to come to consensus

Lessons Learned…- Have a client group (a Project Steering Team) handpick the Analysis Team members for both their performance mastery and political acceptance - Ensure the Project Steering Team is composed of respected, no-nonsense business leaders



Additional Additional References/ResourcesReferences/Resources

EPPI White Paper and Presentation Performance Modeling & Human Asset

Enabler Analysis Lean-ISD via the PACT Processes for

Training & Development Lean-ISD White Paper PACT Facilitation How to Build a Training System That

Won’t Burn Down The Training Factor of the Quality

Equation Technology Transfer Using the PACT

Processes for T&D Balancing Conflicting Stakeholder

Requirements Continuous Improvement and Training Managing Human Assets Using a Group Process to Create Models

and Matrices

see Resources Tab at

www.eppic.biz

“Gopher” more at eppic.biz

…and Chapter 11 of the new, 3rd edition, of the

Handbook of Human Performance Technology



Please Complete the EvaluationPlease Complete the Evaluation

And good luck in yourEstablishing

“Areas of Performance” as the Analysis

Framework efforts back on the job

establishing areas of performance

Business