EPPIC Inc.Achieve Peak Performance
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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 Page 2
EPPIC Inc.Achieve Peak Performance
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
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 Page 3
EPPIC Inc.Achieve Peak Performance
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
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 Page 4
EPPIC Inc.Achieve Peak Performance
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
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
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
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDisciplineProgressiveDiscipline
StoreOperations
StoreOperations
CustomerServiceCustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
ExampleExample
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDisciplineProgressiveDiscipline
StoreOperations
StoreOperations
CustomerServiceCustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.Payroll,
Banking, and Financial
Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDisciplineProgressiveDiscipline
StoreOperations
StoreOperations
CustomerServiceCustomerSales & Service
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©2002 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 Page 5
EPPIC Inc.Achieve Peak Performance
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerSales & Service
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
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
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 Page 6
EPPIC Inc.Achieve Peak Performance
Example 1Example 1
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
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
Financial Management
•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
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 Page 9
EPPIC Inc.Achieve Peak Performance
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
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 Page 10
EPPIC Inc.Achieve Peak Performance
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
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 Page 11
EPPIC Inc.Achieve Peak Performance
Performance Segments Performance 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 Segmentation 1Segmentation 1
Customer Contact
Customer Service
Active Listening
Requirements Definition
Conduct Project Meetings with Client
Electrical Engineering
Customer Satisfaction
Design Solution
Oversee Installation
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 Page 12
EPPIC Inc.Achieve Peak Performance
Performance Segments Performance 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 Segmentation 2Segmentation 2
Project Planning
Analysis
Design
Development
Pilot Test
Update
Roll Out
Recruiting Support
Special Assignments
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 Page 13
EPPIC Inc.Achieve Peak Performance
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.
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 Page 14
EPPIC Inc.Achieve Peak Performance
Example 3Example 3 Facilitator Presentation Only
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 Page 15
EPPIC Inc.Achieve Peak Performance
Example 4Example 4 Facilitator Presentation OnlyNon
Non Example
Non Example
Non Example
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 Page 16
EPPIC Inc.Achieve Peak Performance
Example 5Example 5 Facilitator Presentation Only
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 Page 17
EPPIC Inc.Achieve Peak Performance
Example 6Example 6 Facilitator Presentation Only
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 Page 18
EPPIC Inc.Achieve Peak Performance
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
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 Page 19
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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
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 Page 20
EPPIC Inc.Achieve Peak Performance
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?
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 Page 21
EPPIC Inc.Achieve Peak Performance
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?
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 Page 22
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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?
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 Page 23
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Demonstrations…Demonstrations…
Slow Motion DemosSlow Motion Demos
Example Example __________________________
Example Example __________________________
Example Example __________________________
Baby Sitter
Grocery Store Bagger
Postal Delivery Worker
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 Page 24
EPPIC Inc.Achieve Peak Performance
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:
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 Page 25
EPPIC Inc.Achieve Peak Performance
Exercise…Exercise…
Segmenting the AoPsSegmenting the AoPs
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:
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 Page 26
EPPIC Inc.Achieve Peak Performance
Exercise…Exercise…
Segmenting the AoPsSegmenting the AoPs
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:
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 Page 27
EPPIC Inc.Achieve Peak Performance
Exercise Debriefing…Exercise Debriefing…
Segmenting the AoPsSegmenting the AoPs
What was easy? And why?:
What was hard? And why?:
Ah Ha’s:
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 Page 28
EPPIC Inc.Achieve Peak Performance
The Framework of The Framework of Areas of Performance…Areas of Performance…
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
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
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
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
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
Performance Performance ModelsModels
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 Page 29
EPPIC Inc.Achieve Peak Performance
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
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 Page 30
EPPIC Inc.Achieve Peak Performance
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
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 Page 31
EPPIC Inc.Achieve Peak Performance
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And good luck in yourEstablishing
“Areas of Performance” as the Analysis
Framework efforts back on the job