front end analysis

Front End Analysis: Show Me the Problem 1 Learning Solutions 2010 – Orlando, FL © 2010, Jean Marrapodi, Applestar Productions, [email protected]

Front End Analysis

What’s the Problem?

Components of Assessment

The assessment process examines • what the problem is • what needs to be learned • what resources are available • who the learners are • what the learners already know

in an attempt to define the problem the learning is intended to solve.

What is the problem?

Part of creating an e-learning solution is ensuring that an e-learning piece is actually the best solution for the problem. A performance consulting solution looks for the gap between the desired state and the existing state. Existing Behavior GAP Desired Behavior

Zap the Gaps

The solution, which may not be training at all, is the answer to bring the existing behavior to the desired behavior state. In Zap the Gaps

, by Ken Blanchard, Dana Robinson and Jim Robinson, the process is identified as

1. Go for the “shoulds” (desired behavior) 2. Analyze the “is” (existing behavior) 3. Pin down the cause 4. Select the solution

Look at Other Issues

There are often other “fast fixes” which may be applied to the problem. Before we invest a lot of time in developing e-learning, we may want to look at other possibilities for the problem. Robert Mager1

Continued on next page

has created an excellent diagnostic tool that helps with the search. It is reproduced on the following page.

1 Mager, R. Pipe, P. (1997) Analyzing Performance Problems or You Really Oughta Wanna. Atlanta: The Center for Effective Performance


What’s the Problem?, Continued



Joe Harless Front End Analysis

There are different issues when there is a new performance need as opposed to a present goal deficit.




ISPI HPT Model

ISPI uses the Human Performance Technology Model and considers a variety of support tools.




ASTD HPI Model

ASTD uses the Human Performance Intervention Model, considering the need for change management as part of the process.




Six Boxes

The Six Boxes Model (Carl Binder, www.sixboxes.com ) or Behavior Influencing Model (Tina Teodorescu, www.competencesystems.com ) both have their roots in the work of TF Gilbert, and examine six areas that can be positively or negatively influencing the employee. We consider the positive and negative influences on each area in examining the system.

External/Environmental Conditions 85% of the problems are here

1) Expectations & Feedback 2) Tools & Resources 3) Consequences & Incentives

Internal/Employee Conditions 15% of the problems are here

4) Skills & Knowledge 5) Selection, Assignment, Capacity

6) Motives & Preferences

http://www.sixboxes.com/�

http://www.competencesystems.com/�


Performance Influencing Model: Boxes 1-3

Exte

rnal

/Env

ironm

enta

l Inf

luen

ce

1) Expectations & Feedback 2) Tools & Resources 3) Consequences & Incentives

Enab

lers

Descriptions and measures of expected work outputs

Clear and relevant information/expectations on how to do the job

Relevant, timely, frequent, positive, concrete feedback about how one is performing against expectations

Constructive suggestions for improvement and corrective feedback

Tools, resources, time, materials, and physical environment designed to support optimal work output and comfort

Access to managers, coaches, and experts on a timely basis

Sufficient personnel to support efficient workgroup performance

Optimal work processes and job designs

Reference tools and resources that are easy to use and built of the job

Sufficient financial incentives contingent upon desired performance

Non-monetary incentives for success

Informal positive social consequences for doing the right thing from managers and peers

Career development opportunities

Clear consequences for poor performance

Consequences that match expectations and feedback

Obs

truc

tions

Poor contradictory, or absent descriptions and measures of expected work outputs

Ambiguous, subjective, or conflicting information /expectations on how to do the job

Vague, infrequent, negative, delayed, unconstructive feedback about hot one is performing against expectations.

Too many different expectations, lack of clear priorities

Not enough people, money, time, supplies, equipment, or other resources to do the job efficiently and effectively

Lack of good coaching from managers

Inefficient, poorly designed jobs and workflow

Lack of needed support functions/staff

Bad ergonomics or other physical environment factors.

Reference tools or needed information that is hard to use or find, irrelevant, absent, not helpful, and/or information overloaded

Too little compensation

No recognition for exemplary performance

Informal negative social consequences for doing the right thing from managers and/or peers

Informal positive social consequences or easy excuses for doing the wrong thing

Unclear or absent career development opportunities or career planning process

Poor performance rewarded the same as good performance

Consequences inconsistent with expectations and feedback


Performance Influencing Model: Boxes 4-6

Inte

rnal

/Em

ploy

ee In

fluen

ce

4) Skills & Knowledge 5) Selection, Assignment, Capacity 6) Motives & Preferences

Enab

lers

Training that teaches the skills and knowledge required to accomplish organizational goals

Opportunity to learn by the most efficient and effective means, in classrooms, self-study, with means, with managers and coaches

Training designed to support performance of exemplary performers

Training to teach proficiency in the use of the best tools and resources

Effective skills training, opportunities to practice skills, and skill support/modeling from managers

A good match between the capacity and characteristics of people and jobs

Effective selection processes and tools

Other personal attributes and characteristics needed for success in the job

Assignment to jobs/tasks that are a good match with people’s skills, knowledge, and preferences

Incentives and compensation that people are motivated to work for- they want what is available

Assignments and job functions that sufficiently fit individual’s preferences

Positive, enthusiastic attitude about job and company

Good relations with co-workers and environment that supports positive social feelings.

Obs

truc

tions

Training and other learning methods that are cumbersome, ineffective, not worth the time, or don’t produce performance improvement

Training as the automatic solution to performance problems

Training not based on characteristics of exemplary performance

Training on wrong objectives/topics—not based on real gaps

People with intrinsically different abilities than the job requires

Performance scheduling demands that prevent people from being at their peak

Inappropriate social behavior

No background or interest in the job

Incentives and compensation that just isn’t worth the work, if there are other jobs available

Assignments and job functions that conflict with individuals’ preferences

Negative, cynical, or defeated attitude about job and company

Chronically problematic relations with co-workers

Unpleasant working conditions


What Needs to Be Learned?

Task Analysis Once we determine that the issue is worth perusing and believe that e-learning

is the best solution, we need to analyze the tasks, looking for the knowledge, skills and attitudes of the desired end state. At this point we are compiling knowledge. We will need to cull this down as we write the course.

KSAs Look for the knowledge, skills and attitudes. Ask:

• What do they need to know at the end of the course?

• What do they need to be able to do at the end of the course?

• What attitudes do they need to have at the end of the course?

Practice Creating a chart like this is helpful for identifying the issues that need to be

covered. Knowledge Skills Attitudes


Set the Plan

Understanding by Design


McTighe & Wiggins, (2001) Understanding by Design

Stage 1: Identify Desired Results

Established Goals What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? Enduring Understandings Students will understand that… • What are the big ideas? • What specific understanding about the ideas

are desired? • What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning?

Students will know… • What key knowledge and skills students

acquire as a result of this unit?

Students will be able to…

In what way do the knowledge and skills help students to master the enduring understandings?

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: • Through what authentic performance tasks

will students demonstrate the desired understandings?

• By what criteria will performances of understanding be judged?

Other Evidence: • Through what other evidence (e.g., quizzes,

tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

• How will students reflect upon and self-assess their learning?

Stage 3: Build Learning Plan

Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design… • Help students know where the unit is going and what is expected? • Help teachers know where the students are coming from (prior knowledge, interests)? • Hook all students and hold their interest? • Equip students, help them experience the key ideas and explore the issues? • Provide opportunities to rethink and revise their understandings and work? • Allow students to evaluate their work and its implications? • Be tailored (personalized) to the different needs, interests, and abilities of learners? • Be organized to maximize initial and sustained engagement as well as effective learning?

Question

Information

1. Are expectations clearly communicated?— Clearly sent— Clearly received

2. Is there any conflict overexpectations?— Conflicting expectations— Conflicting priorities

3. Are expectations achievablegiven capabilities, resources,and constraints?— Acceptable— Attainable

4. Are there adequate role modelsof desired performance?— Appropriate or credible

models— Accessible models

5. Are there performance standards?— Clear and measurable— Reasonable and attainable

6. Do workers receive feedback?— Timely— Specific— Confirming or corrective— Work-related, not personal

7. Do workers have access torequired information?— Easy to access— Timely— Accurate and up to date— Clear and comprehensible

Tools and Resources

1. Are required equipment andtools readily available?— Reliable— Efficient— Safe

2. Are materials and suppliesavailable?— Quantity— Quality

Findings Gap Factor

¨ Lack of clarity¨ In transmission¨ In reception

¨ Conflicting expectations¨ Conflicting priorities

¨ Expectations unacceptable¨ Expectations unattainable

¨ Lack of appropriate models¨ Inaccessible role models

¨ Lack of clear, measurable performance standards¨ Immeasurable standards¨ Unreasonable standards

¨ Lack of feedback that is¨ Timely¨ Specific¨ Confirming or corrective¨ Task focused

¨ Lack of access to requiredinformation¨ Hard to access¨ Not timely¨ Inaccurate or out of date¨ Unclear

¨ Equipment or tools unavailable¨ Unreliable¨ Inefficient¨ Unsafe

¨ Lack of materials or supplies¨ Quantity¨ Quality

Recommended Actions

¨ Clarify communication ofexpectations

¨ Resolve or eliminate expectation conflicts

¨ Modify expectations

¨ Provide role models

¨ Specify or modify performancestandards

¨ Develop a feedback system

¨ Provide access to requiredinformation

¨ Provide adequate equipment ortools

¨ Provide adequate materials orsupplies

Tool 8-1. Front-End Analysis Synthesis Tool

Question

Tools and Resources (continued)

3. Is there time to perform correctly?— Amount— Timing

4. Are there adequate job aids,performance-support tools, orreference materials to facilitateperformance?

5. Is the environment supportiveof desired performance?— Physical— Administrative— Emotional

6. Is there adequate human support to monitor and encour-age desired performance?— Management or supervisory— Specialists— Co-workers

7. Are policies, processes, or procedures supportive ofdesired performance?— Available— Based on sound logic and

efficiency— Clear and comprehensible

Incentives/Consequences

1. Is compensation adequate fordesired performance?— Competitive— Fair

2. Are there appropriate financialrewards for desired performance?— Perceived as fair— Perceived as fairly

distributed— Efficiently administered

3. Are there meaningful nonpayincentives or recognition fordesired performance?— Valued by recipients— Perceived as fair

Findings Gap Factor

¨ Lack of sufficient time¨ Amount¨ Timing

¨ Lack of support materials tofacilitate performance

¨ Lack of supportive environment¨ Physical¨ Administrative¨ Emotional

¨ Lack of human support¨ Management or supervisory¨ Specialists¨ Co-workers

¨ Lack of supportive policies,processes, or procedures¨ Not available¨ Not sound¨ Not clear

¨ Inadequate compensation¨ Not competitive¨ Perceived as unfair

¨ Lack of appropriate financialrewards¨ Unfair¨ Unfairly distributed¨ Poorly administered

¨ Lack of meaningful nonpayincentives¨ Insufficient or nonexistent¨ Not valued¨ Unfair

Recommended Actions

¨ Provide sufficient time orscheduling

¨ Provide job aids, performance-support systems, or referencematerials

¨ Redesign the environment

¨ Provide human support

¨ Provide or redesign supportivepolicies, processes, or procedures

¨ Adjust compensation

¨ Provide appropriate financialrewards

¨ Provide meaningful nonpayincentives or recognition

Question

Incentives/Consequences (continued)

4. Do workers see a relationshipbetween superior performanceand career advancement?— Perceived as adequate— Perceived as fair

5. Are incentives and rewardsscheduled appropriately?

6. Are workers punished for performing correctly?— By management or

supervisors— By co-workers— By customers

7. Are workers rewarded for performing incorrectly?— By management— By co-workers— By customers

Knowledge and Skills

1. Do workers possess the essential skills and knowledgeto perform adequately?— Basic skills and knowledge— Advanced or technical skills

and knowledge— Skills and knowledge for

specific tasks

2. Are workers able to discrimi-nate between good and poorperformance?— In others— In themselves

3. Are workers smooth and “fluent” in their performance?— Speed— Smoothness

4. Do workers have sufficientopportunities to apply skills and knowledge to maintain proficiency?— Frequency— Variety

Findings Gap Factor

¨ Lack of relationship betweenperformance and careeradvancement¨ Inadequate¨ Unfair

¨ Poor timing of incentives andrewards

¨ Punishment for desirable performance¨ By management¨ By co-workers¨ By customers

¨ Rewards for undesirable performance¨ By management¨ By co-workers¨ By customers

¨ Lack of essential skills andknowledge¨ Basic¨ Advanced or technical¨ Task specific

¨ Lack of discrimination betweengood and poor performance¨ Others¨ Self

¨ Lack of performance fluency¨ Slow¨ Hesitant

¨ Lack of opportunity to maintainproficiency¨ Lack of frequency¨ Lack of variety

Recommended Actions

¨ Link career-advancementopportunities with performance

¨ Redesign timing of incentivesor rewards

¨ Eliminate punishments fordesired performance

¨ Eliminate rewards for poor performance

¨ Provide training

¨ Provide performance discrimination training withfeedback

¨ Provide practice with feedback

¨ Provide periodic practice withfeedback

Question

Capacity

1. Do workers have the requiredcapacity to perform correctly?— Personal characteristics and

values— Intellectual— Emotional— Interpersonal— Management or organiza-

tional— Physical, perceptual, or

psychomotor

2. Do workers possess requiredprerequisites to perform cor-rectly?— Education or training— Technical— Experience

3. Do workers possess appropriate political, cultural, orlinguistic capacity to performcorrectly?

4. Do workers have personal limitations that prevent themfrom performing as desired?— Family— Health or disabilities— Education— Other

Motivation

1. Do workers value the requiredperformance?— Initially— Over time

2. Are workers confident they canperform as desired?— Underconfident— Overconfident

3. Do workers feel threatened intheir work?— By management or

supervisors— By co-workers— By their work environment

4. Do workers perceive that theyare treated fairly?— In work assignments— In career advancement— In compensation— In hiring practices

Findings Gap Factor

¨ Lack of capacity to perform¨ Personal traits¨ Intellectual¨ Emotional¨ Interpersonal¨ Management¨ Physical

¨ Lack of prerequisites¨ Educational¨ Technical¨ Experiential

¨ Lack of political, cultural, or linguistic capacity

¨ Personal limitations that inhibitdesired performance¨ Family¨ Health or disabilities¨ Education¨ Other

¨ Lack of value for desired performance¨ Initially¨ Over time

¨ Lack of appropriate level ofconfidence¨ Underconfident¨ Overconfident

¨ Threatening work conditions¨ Management¨ Co-workers¨ Environment

¨ Perceived lack of fairness¨ Work assignments¨ Career advancement¨ Equity

Recommended Actions

¨ Revise selection criteria andprocedures; shift personnel ortasks to match capacity withjob requirements

¨ Select for prerequisites; train orprovide seasoning experience

¨ Select for appropriate political,cultural, or linguistic requirements

¨ Provide accommodation orresources to overcome limitations

¨ Demonstrate value

¨ Provide credible models andsupport; provide examples of consequences due to overconfidence

¨ Eliminate threats and threatening conditions

¨ Eliminate discriminatory practices; demonstrate fairnessand equity practices

Question

Task Interferences

1. Do workers perform tasks thatinterfere with desired perform-ance?— Tasks interfere— Conditions interfere

External Forces

1. Are there factors outside theworkplace that affect attain-ment of desired performance?— Economic— Cultural, political, or social— Physical— Health related

2. Are there competitive factorsthat affect attainment ofdesired performance?

3. Are there events occurring thataffect attainment of desiredresults?

Findings Gap Factor

¨ Interferences¨ Tasks¨ Conditions

¨ External factors that inhibitdesired performance¨ Economic¨ Cultural, political, or social¨ Physical¨ Health related

¨ Competitive factors

¨ External events

Recommended Actions

¨ Eliminate interfering conditions;eliminate or reassign interferingtasks

¨ Counter or accommodate forexternal factors

¨ Counter or accommodate forcompetitive factors

¨ Exploit or accommodate forexternal events

front end analysis

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applestar productions

jean marrapodi

elearning solution

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