Modeling Mastery Performance

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Modeling Mastery Performance and Systematically Deriving the Enablers - ISPI Spring Conf April 2006 - Guy W Wallace, CPT. Instructional and Performance Improvement analysis of the PACT Processes and EPPI

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  • Modeling Mastery Performance

    1. 1. Modeling Mastery Performance and Systematically Deriving the Enablers Concurrent Session ISPI 2006 Spring Conference Dallas Guy W. Wallace, CPT
    2. 2. Session Administrative Open <ul><li>Terminal Performance Objectives </li></ul><ul><ul><li>Describe the expertise required, the process steps, and the “analysis questions” for facilitating a group of Master Performers and SMEs to generate a Performance Model and a set of Enabler Matrices data </li></ul></ul><ul><ul><li>Describe the uses of the Performance Model and the Enabler Matrices data in downstream instructional and non-instructional interventions </li></ul></ul>
    3. 3. Session Map <ul><li>Session Open and Kick-off </li></ul><ul><li>Analysis Process – Introduction & Orientation </li></ul><ul><li>AoPs and Performance Modeling </li></ul><ul><li>Categories and Systematically Deriving the Enablers </li></ul><ul><li>Session Summary and Close </li></ul>= Application Exercises
    4. 4. Session Participant Poll <ul><li>What is the total number of ISD/HPT staff in your ISD/HPT function? </li></ul><ul><ul><li>Less than 5 </li></ul></ul><ul><ul><li>Between 5 and 10 </li></ul></ul><ul><ul><li>Between 10 and 50 </li></ul></ul><ul><ul><li>Between 50 and 100 </li></ul></ul><ul><ul><li>More than 100 </li></ul></ul><ul><li>How many distinct customer segments does your ISD/HPT function serve? </li></ul><ul><ul><li>Only 1 </li></ul></ul><ul><ul><li>Between 2 and 5 </li></ul></ul><ul><ul><li>Between 5 and 10 </li></ul></ul><ul><ul><li>Between 10 and 20 </li></ul></ul><ul><ul><li>More than 20 </li></ul></ul><ul><li>What, in your ISD/HPT function, </li></ul><ul><li>is your role ? </li></ul><ul><ul><li>Leadership or Management/Supervisory or Individual Contributor or multi-role </li></ul></ul><ul><li>What is your department/function’s primary role ? </li></ul><ul><ul><li>ISD and/or HPT </li></ul></ul>
    5. 5. Enterprise Processes Types © 2002 EPPIC, Inc. 1 - Leadership Processes lead the system/process-set 2 - Core Processes are the reason for being for the organization 3 - Support Processes exist to enable L C S Leadership Core Support measures Downstream Value-Stream Processes Upstream Value Stream Processes Outputs Inputs
    6. 6. Every Enterprise System and Process has Stakeholder Requirements to Meet measures Government Shareholders/Owners Board of Directors Executives Management Customers Employees Suppliers Community ©2002 EPPIC, Inc. measures One view of a… Stakeholder Hierarchy Downstream Value Stream Processes In-Process Measures Output Measures Outputs Inputs L C S
    7. 7. Map and/or Model the Critical Processes Downstream Processes EPPI - Tier 2 View Upstream Processes Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Role 1 Role 2 Role 3 Role 4 Role 5 Outputs Inputs Outputs Inputs
    8. 8. 2 Types of Process Enablers Human and Environmental Knowledge/Skills Attributes/Values L C S (Psychological, Physical, Intellectual) © 2002 EPPIC , Inc. EPPI - Tier 3 View Human Asset Enablers Environmental Asset Enablers Data & Information Facilities Machinery, Equipment, & Tools Materials & Supplies Consequences $$$ L C S L C S Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Role 1 Role 2 Role 3 Role 4 Role 5
    9. 9. Analysis Sets <ul><li>Human Enablers </li></ul><ul><li>Enabling Knowledge/Skills </li></ul><ul><li>Enabling Intellectual Attributes </li></ul><ul><li>Enabling Psychological Attributes </li></ul><ul><li>Enabling Physical Attributes </li></ul><ul><li>Enabling Values </li></ul><ul><li>Environmental Enablers </li></ul><ul><li>Data/Information </li></ul><ul><li>Materials/Supplies </li></ul><ul><li>Tools/Equipment </li></ul><ul><li>Facilities/Grounds </li></ul><ul><li>Budget/Headcount </li></ul><ul><li>Culture/Consequences </li></ul><ul><li>Process Performance </li></ul><ul><li>Areas of Performance </li></ul><ul><li>Performance Model data </li></ul>
    10. 10. Areas of Performance - AoPs <ul><li>Areas of Performance </li></ul><ul><ul><li>Segment process/performance into “chunks” for analysis efforts </li></ul></ul><ul><ul><li>Take a process/performance orientation versus topical/ content orientation </li></ul></ul><ul><ul><li>To segment, look first for linear process flows or “cycles” within the performance scope and then all other job/performance “components” </li></ul></ul><ul><ul><ul><li>Cycles within cycles </li></ul></ul></ul><ul><ul><ul><li>Separate cycles </li></ul></ul></ul>AKA: Key result areas, accomplishments, duties, etc. Example Example AoPs Payroll, Banking, and Financial Management Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training Staff Recruiting, Selection, and Training Work Scheduling Work Scheduling A. B. Progressive Discipline Progressive Discipline Store Operations Store Operations Customer Service Customer Service Inventory Management Inventory Management TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance C. D. E. F. ©1999 CADDI, Inc. Example Example AoPs Payroll, Banking, and Financial Management Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training Staff Recruiting, Selection, and Training Work Scheduling Work Scheduling A. B. Progressive Discipline Progressive Discipline Store Operations Store Operations Customer Service Customer Service Inventory Management Inventory Management TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance C. D. E. F. Example Example AoPs Payroll, Banking, and Financial Management Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training Staff Recruiting, Selection, and Training Work Scheduling Work Scheduling A. B. Progressive Discipline Progressive Discipline Store Operations Store Operations Customer Service Customer Service Inventory Management Inventory Management TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance C. D. E. F. Payroll, Banking, and Financial Management Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training Staff Recruiting, Selection, and Training Work Scheduling Work Scheduling A. B. Progressive Discipline Progressive Discipline Store Operations Store Operations Customer Service Customer Service Inventory Management Inventory Management TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance C. D. E. F. ©2002 EPPIC, Inc.
    11. 11. AoP Segments Goal: Minimize overlaps and gaps of AoP “content segments” Good <ul><ul><li>No gaps or overlaps </li></ul></ul><ul><li>Gaps </li></ul><ul><ul><li>Overlaps </li></ul></ul>Bad AoP AoP AoP AoP AoP AoP AoP AoP AoP AoP Example Segmentation
    12. 12. Performance Segments Goal: Minimize overlaps and gaps of AoP “content segments” Good <ul><ul><li>No gaps or overlaps </li></ul></ul><ul><li>Gaps </li></ul><ul><ul><li>Overlaps </li></ul></ul>Bad AoP AoP AoP AoP AoP AoP AoP AoP AoP AoP Example Segmentation Customer Contact Customer Service Active Listening Requirements Definition Conduct Project Meetings with Client Electrical Engineering Customer Satisfaction Design Solution Oversee Installation
    13. 13. Performance Segments Goal: Minimize overlaps and gaps of AoP “content segments” Good <ul><ul><li>No gaps or overlaps </li></ul></ul><ul><li>Gaps </li></ul><ul><ul><li>Overlaps </li></ul></ul>Bad AoP AoP AoP AoP AoP AoP AoP AoP AoP AoP Example Segmentation Project Planning Analysis Design Development Pilot Test Update Roll Out Recruiting Support Special Assignments
    14. 14. Processing a Group <ul><li>When identifying AoPs </li></ul><ul><ul><li>Start by wasting a flip chart page…and announcing your intent to do so…to rough it out before finalizing </li></ul></ul><ul><ul><li>First thing said gets written, and then ask the group to react after a “stake has been planted.” Then try to “plant” another one…upstream or downstream </li></ul></ul><ul><ul><li>Ask for/listen for </li></ul></ul><ul><ul><ul><li>Outputs /deliverables/outcomes/results </li></ul></ul></ul><ul><ul><ul><li>Key performance cycles </li></ul></ul></ul><ul><ul><ul><li>Natural breaks in work flow </li></ul></ul></ul><ul><ul><li>Clean-up </li></ul></ul><ul><ul><ul><li>Minimize gaps/overlaps </li></ul></ul></ul><ul><ul><ul><li>Sequence AoPs last </li></ul></ul></ul>
    15. 15. Do one of the following… Example _____________ Example _____________ Example _____________ Postal Delivery Person Gas Station Attendant Grocery Store Bagger
    16. 16. Another Example TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance ©2002 EPPIC, Inc. Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training A. Work Scheduling B. Progressive Discipline C. Store Operations D. Customer Service E. Inventory Management F.
    17. 17. Exercise… Segmenting the AoPs Work in teams of two as assigned to construct an AoP framework for a “past” Summer Job for each person. Switch roles (Analyst-Performer) 3 Readouts 2 General debrief (10 minutes) 1.5 # Step Minutes Start Stop 1 2 3 4 5 Select past Summer Job to use .5 Select other person’s Summer Job and identify the AoPs 3 Start time: Stop time:
    18. 18. Exercise… Segmenting 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? Summer Job:
    19. 19. Exercise Debriefing… Segmenting the AoPs
    20. 21. PM- Performance Model Areas of Performance (AoPs) <ul><li>AoPs segment the performance into chunks </li></ul><ul><ul><li>Linear performance chunks </li></ul></ul><ul><ul><li>Nonlinear performance chunks </li></ul></ul><ul><li>Example: </li></ul><ul><li>Convenient Store </li></ul><ul><li>Manager </li></ul>Payroll, Banking, and Financial Management Payroll, Banking, and Financial Management G. Staff Recruiting, Selection, and Training Staff Recruiting, Selection, and Training Work Scheduling Work Scheduling A. B. Progressive Discipline Progressive Discipline Store Operations Store Operations Customer Service Customer Service Inventory Management Inventory Management TMC Stores Store Manager PERFORMANCE MODEL Areas of Performance C. D. E. F. ©2002 EPPIC, Inc. Simple Example
    21. 22. EPPI Analysis Method #2 Performance Model Chart The Performance Model establishes “mastery performance” as the benchmark criterion Key Tasks Describes the key activities needed to produce the outputs Roles/Responsibilities Clarifies who is typically responsible for performing the tasks Deficiency dE=Environment dK=Knowledge/skill dI=Individual attribute/value Key Outputs and Metrics or Measures Describes what is produced from doing the job tasks and identifies key performance measures of each output Typical Performance Gaps Identifies any typical ways the output or task does not meet performance standards Probable Gap Cause(s) Identifies most likely causes for each typical performance issue/ deficiency The Most Convenient Stores Store Management Performance Model ©2002 EPPIC, Inc. A. Staff Recruiting, Selection, and Training 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk • New staff hired - Timely - Qualified • 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        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE Key Tasks Describes the key activities needed to produce the outputs Roles/Responsibilities Clarifies who is typically responsible for performing the tasks Deficiency dE=Environment dK=Knowledge/skill dI=Individual attribute/value Key Outputs and Metrics or Measures Describes what is produced from doing the job tasks and identifies key performance measures of each output Typical Performance Gaps Identifies any typical ways the output or task does not meet performance standards Probable Gap Cause(s) Identifies most likely causes for each typical performance issue/ deficiency The Most Convenient Stores Store Management Performance Model ©2002 EPPIC, Inc. A. Staff Recruiting, Selection, and Training 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk • New staff hired - Timely - Qualified • 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        • Too few candidates • Poor choice • Poor recruiting • Local economy • Neglect to check references • References do not provide key information dK dE dK dE Example Area of Performance: • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/ value Role: 1 = 2 = 3 = 4 = Typical Performance Gaps Form Design ©2002 EPPIC, Inc. 4/99 Page 1 Area of Performance: • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/ value Role: 1 = 2 = 3 = 4 = Typical Performance Gaps Form 4/99 Page 1
    22. 23. Example Area of Performance: A. Staff Recruiting, Selection, and Training • Key Outputs - Measures Key Tasks Probable Gap Cause(s) dE dK dI Roles/Responsibilities 1 2 3 4 dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/ value Role: 1 = District Manager 2 = Store Manager 3 = Assistant Manager 4 = Clerk Typical Performance Gaps The Most Convenient Store Store Manager Performance Model Form Design ©2002 EPPIC, Inc. Page 1 <ul><li>Identify need for additional staff and complete internal paperwork </li></ul><ul><li>Create and place local ads </li></ul><ul><li>Select candidates for interviewing </li></ul><ul><li>Interview and select candidates for offer </li></ul><ul><li>Make hiring offer(s) </li></ul><ul><li>Complete paperwork to fill the position </li></ul><ul><li>New staff hired </li></ul><ul><ul><li>- Timely </li></ul></ul><ul><ul><li>- Qualified </li></ul></ul><ul><ul><li>continued </li></ul></ul>       <ul><li>Too few candidates </li></ul><ul><li>Poor choice </li></ul><ul><li>Poor recruiting </li></ul><ul><li>Local economy </li></ul><ul><li>Neglect to check references </li></ul><ul><li>References do not provide key information </li></ul>dK dE dK dE
    23. 24. Analysis Questions AoPs and the Performance Model Performance Data Question(s) to Ask Areas of Performance <ul><ul><li>What are the major phases or elements of the performance or process? </li></ul></ul><ul><ul><li>What are the chunks of the job? </li></ul></ul><ul><ul><li>How can we break this performance up into some logical segments (somewhere between five to nine is ideal)? </li></ul></ul>Outputs Produced <ul><li>What are the key deliverables/outputs produced within this Area of Performance? </li></ul><ul><li>What is left over when you are finished performing the tasks? </li></ul>Measures <ul><li>What are the measures/metrics that can be applied to the output? </li></ul><ul><li>How can you tell a good output from a bad one? </li></ul>Standards <ul><li>What are the standards of acceptable performance given those measures? </li></ul>Tasks Performed <ul><li>What are the tasks performed to produce those outputs? </li></ul>Roles and Responsibilities <ul><li>Who is involved in this performance? For example, whose task responsibility is it to </li></ul><ul><ul><ul><li>E = Execute </li></ul></ul></ul><ul><ul><ul><li>S = Support </li></ul></ul></ul><ul><ul><ul><li>I = Input to </li></ul></ul></ul><ul><ul><ul><li>R = Review/give feedback </li></ul></ul></ul><ul><ul><ul><li>A = Approve/reject </li></ul></ul></ul>Typical Performance Gaps <ul><li>Given those measures and standards, where do the performer’s outputs typically fall short in meeting the expectations? </li></ul>
    24. 25. Analysis Questions AoPs and the Performance Model -continued Performance Data Question(s) to Ask Probable Gap Cause(s) dE (Environment) <ul><ul><li>Is the cause of the performance gap due to a lack of environmental supports? </li></ul></ul><ul><ul><ul><li>Information/data </li></ul></ul></ul><ul><ul><ul><li>Organizational structure </li></ul></ul></ul><ul><ul><ul><li>Procedures/policies </li></ul></ul></ul><ul><ul><ul><li>Tools/equipment </li></ul></ul></ul><ul><ul><ul><li>Materials </li></ul></ul></ul><ul><ul><ul><li>Task interference </li></ul></ul></ul><ul><ul><ul><li>Feedback </li></ul></ul></ul><ul><ul><ul><li>Consequences </li></ul></ul></ul>dK (Knowledge/ Skill) <ul><li>Is the performance gap caused by a lack of the performer’s knowledge and/or skill? </li></ul>dI (Individual Attribute/ Value) <ul><li>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? </li></ul>
    25. 26. Targeting the Gap Analysis Quarterly and End of Phase Project Reporting Area of Performance: Performance Model Typical Performance Gaps Key Tasks • Key Outputs - Measures dE dE dE dK dE Probable Gap Cause(s) dE dK dI dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Codes: dE = deficiency - Environment dK = deficiency - Knowledge/skill dI = deficiency - Individual attribute/value Codes:  2002 EPPIC, Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED • ABC Report - Done quarterly - Complete • ABC Report - Done quarterly - Complete • XYZ Report - Timely - Complete - Accurate • XYZ Report - Timely - Complete - Accurate 1. Draft report 2. Conduct review 3. Finalize report 1. Draft report 2. Conduct review 3. Finalize report 1. Generate XYZ data 2. Review and forward 1. Generate XYZ data 2. Review and forward • Late • Incomplete • Incomplete • Inaccurate data • Too busy • Too busy • Required data is unavailable • Required data is unavailable • Input is late • Input is late were wrong • Numbers supplied • Don’t know which components are required •
    26. 27. Example… Performance Model AoPs AAA Cabin Attendant - Areas of Performance Boarding Passengers Pre-flight Preparations In-flight Services Special Services Continuous Development Post-flight Clean Up “ De-Boarding” Passengers Emergency Responses A B C D E F G H
    27. 28. Page 21 E- Execute Task S- Support Task Execution I- Input to effort R-Review and Feedback A-Approve/Reject Performance Model Areas of Performance: B - Boarding Passenger <ul><li>Key Outputs </li></ul><ul><li>-Measures </li></ul>Key Tasks Roles/Responsibilities Typical Performance Gaps Probable Gap Cause(s) dE dK dI 1 2 3 4 <ul><li>Passenger Seated & Belted </li></ul><ul><li>Safely, per procedures </li></ul><ul><li>Correctly </li></ul><ul><li>Quickly </li></ul><ul><li>Luggage/Carry-Ons stowed </li></ul><ul><li>-Safely, per procedures </li></ul><ul><li>Correctly </li></ul><ul><li>Quickly </li></ul><ul><li>Greet passengers </li></ul><ul><li>Answer any questions/provide directions and/or assistance </li></ul><ul><li>Conduct passenger counts </li></ul><ul><li>Check Seat Belts and seat/tray position </li></ul><ul><li>Make “pre-take-off” announcement and demo/run announcement video </li></ul><ul><li>Prepare cabin for take-off: restroom check, door latches, galley items, etc. </li></ul>E E E E E E S E S S S S S S S S S E E Passengers with same seat assignments -Luggage stowed in violations of procedures -Seats double booked by system -Passenger on wrong plane -Time rush to take-off -Avoiding potential conflict with a passenger dE dE dE dI Codes: 1= Head Cabin Attendant 2= Cabin Attendant 3= Associate Cabin Attendant 4= Pilot Crew dE = deficiency – Environment dK = deficiency – Knowledge/skill dI = deficiency – Individual attribute/value
    28. 29. Exercise… Performance Modeling Work in same teams of two to construct a Performance Model chart for the other person’s Summer Job AoP framework created earlier. Repeat #2 for second person 7 Readouts 4 General debrief (10 minutes) 2.75 # Step Minutes Start Stop 1 2 3 4 5 Select an AoP of partner’s job .25 Ask questions and complete PM chart on 8.5x11 paper 7 Start time: Stop time:
    29. 30. Page 21 Performance Model Summer Job: _______________________ Area of Performance: ___________________________________________________________________________ <ul><li>Key Outputs </li></ul><ul><li>-Measures </li></ul>Key Tasks Roles/Responsibilities Typical Performance Gaps Probable Gap Cause(s) dE dK dI 1 2 3 4 Codes: 1= 2= 3= 4= dE = deficiency – Environment dK = deficiency – Knowledge/skill dI = deficiency – Individual attribute/value
    30. 31. Exercise Debriefing… Performance Modeling
    31. 32. Performance Modeling Performance Models Enabler Matrices <ul><li>Human Asset Enablers </li></ul><ul><li>Knowledge/skills </li></ul><ul><li>Physical Attributes </li></ul><ul><li>Psychological Attributes </li></ul><ul><li>Intellectual Attributes </li></ul><ul><li>Personal Values </li></ul><ul><li>Environmental Asset Enablers </li></ul><ul><li>Data/information </li></ul><ul><li>Materials/supplies </li></ul><ul><li>Tools/equipment </li></ul><ul><li>Facilities/grounds </li></ul><ul><li>Budget/headcount </li></ul><ul><li>Culture/consequences </li></ul>Facilitates the systematic derivation of the Human & Environmental Asset Enablers
    32. 33. 2 Types of Process Enablers Human and Environmental Knowledge/Skills Attributes/Values L C S (Psychological, Physical, Intellectual) © 2002 EPPIC , Inc. EPPI - Tier 3 View Human Asset Enablers Environmental Asset Enablers Data & Information Facilities Machinery, Equipment, & Tools Materials & Supplies Consequences $$$ L C S L C S Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Process Map View Performance Model View Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: Area of Performance: Key Outputs Key Tasks Roles/Responsibilities 1 2 3 4 5 Typical Perf . Gaps Prob. Gap Cause dE dK dI Role: < = Role 1 Role 2 Role 3 Role 4 Role 5 Role 1 Role 2 Role 3 Role 4 Role 5
    33. 34. Analysis Sets <ul><li>Human Enablers </li></ul><ul><li>Enabling Knowledge/Skills </li></ul><ul><li>Enabling Intellectual Attributes </li></ul><ul><li>Enabling Psychological Attributes </li></ul><ul><li>Enabling Physical Attributes </li></ul><ul><li>Enabling Values </li></ul><ul><li>Environmental Enablers </li></ul><ul><li>Data/Information </li></ul><ul><li>Materials/Supplies </li></ul><ul><li>Tools/Equipment </li></ul><ul><li>Facilities/Grounds </li></ul><ul><li>Budget/Headcount </li></ul><ul><li>Culture/Consequences </li></ul><ul><li>Process Performance </li></ul><ul><li>Areas of Performance </li></ul><ul><li>Performance Model data </li></ul>
    34. 35. Human Asset Requirements Knowledge/Skill Categories* Knowledge/Skill Matrices Category: Records/Reports Category: Tools/Equipment Category: XYZ Category: ABC * Plus the knowledge/skill of performance outputs and tasks and roles/responsibilities from the Performance Model 1. Company Policies/Procedures/ Practices/Guidelines 2. Laws, Regulations, Codes, Agreements, and Contracts 3. Industry Standards 4. Internal Organizations and Resources 5. External Organizations and Resources 6. Marketplace Knowledge 7. Product/Service Knowledge 8. Process Knowledge 9. Records, Reports, Documents, and Forms 10. Materials and Supplies 11. Tools/Equipment/Machinery 12. Computer Systems/Software/Hardware 13. Personal/Interpersonal 14. Management/Supervisory 15. Business Knowledge and Skills 16. Professional/Technical 17. Functional Specific ©2002 EPPIC, Inc.
    35. 36. Human Asset Requirements Attribute/Value Categories Attribute/Value Matrices Category: Psychological Category: Physical Category: XYZ Category: ABC 18. Psychological Attributes 19. Physical Attributes 20. Intellectual Attributes 21. Values ©2002 EPPIC, Inc.
    36. 37. Human Asset Enablers – Knowledge/Skill Matrix AoP AoP Link Link Identifies the segment of the job where the knowledge or skill enables performance K/S Item K/S Item Identifies the discrete knowledge or skill item Depth Depth The level to which any training & development needs to go Volatility Volatility Ranks how often and significantly the knowledge or skill will change Difficulty Difficulty Ranks how difficult the item is to learn Criticality Criticality Ranks the relationship between having the knowledge or skill and performance mastery Select/Train Select/Train Denotes whether the item is a selection criteria/ condition or needs to be covered in training & development AoP AoP Link Link Identifies the segment of the job where the knowledge or skill enables performance K/S Item K/S Item Identifies the discrete knowledge or skill item Depth Depth The level to which any training & development needs to go Volatility Volatility Ranks how often and significantly the knowledge or skill will change Difficulty Difficulty Ranks how difficult the item is to learn Criticality Criticality Ranks the relationship between having the knowledge or skill and performance mastery Select/Train Select/Train Denotes whether the item is a selection criteria/ condition or needs to be covered in training & development Volatility H/M/L Difficulty H/M/L Criticality H/M/L Select/ Train S/T Link to Area of Performance K/S Item Knowledge/Skill Category: Volatility H/M/L Difficulty H/M/L Criticality H/M/L Select/ Train S/T Link to Area of Performance K/S Item Knowledge/Skill Category: <Company/Client Name> <Audience> Knowledge/Skill Matrix A = B = C = D = E = F = G = Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill Codes: Link to Area of Performance E D C B A Depth A/K/S Volatility H/M/L Difficulty H/M/L Criticality H/M/L Select/ Train S/T Link to Area of Performance K/S Item Knowledge/Skill Category: G F E D C B A Depth A/K/S Volatility H/M/L Difficulty H/M/L Criticality H/M/L Select/ Train S/T Link to Area of Performance K/S Item Knowledge/Skill Category: G F E D C B A Depth A/K/S Volatility H/M/L Difficulty H/M/L Criticality H/M/L Select/ Train S/T Link to Area of Performance K/S Item Knowledge/Skill Category: <Company/Client Name> <Audience> Knowledge/Skill Matrix A = B = C = D = E = F = G = Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill Codes: Link to Area of Performance Form Design ©2002 EPPIC, Inc. G F E D C B A Depth A/K/S G F E D C B A Depth A/K/S G F E D C B A Depth A/K/S G F
    37. 38. Existing Provisioning Systems Assessment Performance and Human & Environmental Asset Requirements of the Targeted Performance Provides the Shopping Criteria for Assessment of the “Fit to Need” Assess the Existing Systems’ “Outputs as Inputs” to the Targets <ul><li>* From functions/systems such as </li></ul><ul><ul><li>Recruiting systems, processes, and instruments </li></ul></ul><ul><ul><li>Job descriptions </li></ul></ul><ul><ul><li>Etc. </li></ul></ul>Performance Requirements Enabler Requirements
    38. 39. Existing Systems Assessment - ESA EAM Systems & Processes Data & Information Systems Materials & Supplies Systems Tools & Equipment Systems Facilities & Grounds Systems Financial Systems Culture & Consequence Systems HAM Systems & Processes Organization & Job Redesign Systems Staffing & Succession Planning Systems Recruiting & Selection Systems Training & Development Systems Performance Appraisal & Management Systems Compensation & Benefits Systems Reward & Recognition Systems ISD EXAMPLE Primary Delivery Method Primary Delivery Method Primary methods/media used in the training Special Requirements for Special Requirements for Delivery Delivery Identifies anything about the training that limits its capacity, delivery, location, etc. Provider Provider Resource responsible for delivery (may be internal or external) Related Process( Related Process( es es ), Areas of ), Areas of Performance, or Tasks Performance, or Tasks Identify job performances addressed by the training (see the Performance Model) Course Owner/Contact Course Owner/Contact Internal resource for registration and/or information Enabling Knowledge/Skill Items Enabling Knowledge/Skill Items Identifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix) Use as Source Use as Source Indicates initial decision regarding use of this training in the Development/ Acquisition Phase Current Target Audience Current Target Audience Primary audience groups to which the training is delivered Primary Delivery Method Primary Delivery Method Primary methods/media used in the training Special Requirements for Special Requirements for Delivery Delivery Identifies anything about the training that limits its capacity, delivery, location, etc. Provider Provider Resource responsible for delivery (may be internal or external) Related Process( Related Process( es es ), Areas of ), Areas of Performance, or Tasks Performance, or Tasks Identify job performances addressed by the training (see the Performance Model) Course Owner/Contact Course Owner/Contact Internal resource for registration and/or information Enabling Knowledge/Skill Items Enabling Knowledge/Skill Items Identifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix) Use as Source Use as Source Indicates initial decision regarding use of this training in the Development/ Acquisition Phase ©2002 EPPIC, Inc. 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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: Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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 Materials REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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: Assessment REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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 Materials REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/02 Page 1 Interviewing Skills 10342 Existing Systems Assessment ESA Output Provisioning System Targets for Assessment 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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: Assessment Form ©2002 EPPIC, Inc. REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 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  Videotape Other Special Requirements for Delivery  Equipment  Facility  Instructor  License Requirement  Other  Yes  No Course Fit Assessment Related Process( es ), Area(s) of Performance, or Tasks  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 Materials REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITE D v.1 4/99 Page 1 Interviewing Skills 10342 Interviewing Skills 10342
    39. 40. Exercise… Selecting Enabler Categories Work in same teams of two to identify the Enabler Categories that would have been appropriate for one of your last 3 projects. Select other partner’s project and use Category List to Down-select Categories Readouts 2 General debrief 1.5 # Step Minutes Start Stop 1 2 3 4 5 List your last 3 projects .5 Select one partner’s project and use Category List to Down-select Categories 3 Start time: Stop time: 3
    40. 41. EPPI Enabler Categories <ul><li>1. Company Policies/ Procedures/ Practices/ Guidelines </li></ul><ul><li>2. Laws/ Regulations/ Codes/ Agreements/ Contracts </li></ul><ul><li>3. Industry Standards </li></ul><ul><li>4. Internal Organizations and Resources </li></ul><ul><li>External Organizations and Resources </li></ul><ul><li>Marketplace Knowledge </li></ul><ul><li>7. Product/Service Knowledge </li></ul><ul><li>8. Process Knowledge </li></ul><ul><li>9. Records, Reports, Documents, and Forms </li></ul><ul><li>10. Materials and Supplies </li></ul><ul><li>11. Tools/Equipment/Machinery </li></ul><ul><li>12. Computer Systems/Software/Hardware </li></ul><ul><li>13. Personal/Interpersonal </li></ul><ul><li>14. Management/Supervisory </li></ul><ul><li>15. General and Specific Business </li></ul><ul><li>16. Professional/Technical </li></ul><ul><li>17. Functional Specific </li></ul>18. Psychological Attributes 19. Physical Attributes 20. Intellectual Attributes 21. Values 22. Data/Information 23. Materials/Supplies 24. Tools/Equipment 25. Facilities/Grounds 26. Budget/Headcount 27. Culture/Consequences Human Asset Enabling K/Ss Human Asset Enabling A/Vs Environmental Asset Enablers Additional sub and sub-sub-categories can be created for each of the above Projects: 1________________ 2_________________ 3___________________
    41. 42. Exercise Debriefing… Selecting Enabler Categories
    42. 44. Systematically Deriving Enablers AoP Performance Model Knowledge/Skill Matrices Step 1 : Identify and link to AoP Step 2 : Remaining columns (Criticality, Difficulty, Volatility, Depth) 1.A 1.B 1.C 1.D K/S Category: 4 K/S Item Link to AoP Crit Diff Vol Dep K/S Category: 3 K/S Item Link to AoP Crit Diff Vol Dep K/S Category: 2 K/S Item Link to AoP Crit Diff Vol Dep K/S Category: 1 K/S Item Link to AoP Crit Diff Vol Dep AoP G AoP F AoP E AoP D AoP C AoP B AoP A A B C D E F G
    43. 45. K/S - Enabler Matrices Example Knowledge/Skill Matrix K/S Category: Link to Area of Performance Select/ Train Volatility K/S Item ALL A B C D E F G H H/M/L The ABC Company [Target Audience(s)] Form Design  2002 EPPIC, Inc. Page 1 K/S Item Identifies the knowledge or skill AoP Link Identifies the portion of the job/function where know-ledge or skill is needed Criticality Rank high, medium, low (H, M, L) the relationship between having the knowledge or skill and successful performance Volatility Ranks how often and significantly knowledge or skill will change Difficulty Ranks how difficult the item is to learn/teach Select/Train Denotes whether the item is a selection criteria/ condition or should be addressed by training Depth The deepest level of knowledge or skill the training should provide Difficulty H/M/L Depth A/K/S Criticality H/M/L
    44. 46. Analysis Questions Enabler Matrices -K/S Asset Version Knowledge/Skill Data Question(s) to Ask Item and Link to Performance Model’s AoPs <ul><ul><li>(For new items): To perform [insert AoP], which [insert K/S category] knowledge/skills do you need? </li></ul></ul><ul><ul><li>(For items identified earlier): Would you need [insert item] to perform [insert name of next AoP]? </li></ul></ul>S/T: Select/Train <ul><li>Can someone get this job/role without this K/S? (If “yes,” then “T”) </li></ul>Criticality H — M — L <ul><li>How critical is this knowledge/skill to the overall performance? </li></ul><ul><li>– High – Medium – Low </li></ul>Learning Difficulty H — M — L <ul><li>How difficult will it be for the learner to acquire this knowledge/skill? </li></ul><ul><li>– High – Medium – Low </li></ul>Content Volatility H — M — L <ul><li>How often would training on this K/S need to be revised? </li></ul><ul><li>– High – Medium – Low </li></ul>Depth of Coverage Required A — K — S <ul><li>How far must the training content go in addressing this knowledge/skill item? </li></ul><ul><ul><ul><li>A = Awareness level </li></ul></ul></ul><ul><ul><ul><li>K = Knowledge level </li></ul></ul></ul><ul><ul><ul><li>S = Skill level </li></ul></ul></ul>
    45. 47. Exercise… Systematically Deriving the Enablers Work in same teams of two to complete 2 Enabler Matrices charts for 2 Categories for your partner’s Summer Job – but only for 2 AoPs of the Performance Model created earlier. Ask questions and complete EM chart on 8.5x11 paper Readouts 3 General debrief 4 # Step Minutes Start Stop 1 2 3 4 5 Select categories & 2 AoPs 1 Ask questions and complete EM chart on 8.5x11 paper 6 Start time: Stop time: 6
    46. 48. Enabler: K/S Matrix Form Design ©2002 EPPIC, Inc. Page 1 Codes: Link to Area of Performance Link to Area of Performance Depth A/K/S Enabler: K/S Category # - K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill Page 1 Codes: Link to Area of Performance Link to Area of Performance Depth A/K/S K/S Item A B C D E F G Select/ Train S/T Criticality H/M/L Volatility H/M/L Difficulty H/M/L Criticality/Difficulty/Volatility H = High M = Medium L = Low Depth of Coverage A = Awareness K = Knowledge S = Skill
    47. 49. Exercise Debriefing… Systematically Deriving the Enablers
    48. 50. The Big Picture of EPPI Enterprise Process Performance Improvement <ul><li>2- The Human Asset Enablers </li></ul><ul><li>Humans bring several types of attributes/ capabilities to the enterprise processes that they work in and to the environmental assets that they work with; these are </li></ul><ul><ul><li>Awareness, knowledge, skills </li></ul></ul><ul><ul><li>Physical attributes </li></ul></ul><ul><ul><li>Psychological attributes </li></ul></ul><ul><ul><li>Intellectual attributes </li></ul></ul><ul><ul><li>Values </li></ul></ul>What is required depends on both the performance requirements and the environmental supports available <ul><li>3- The Environmental Asset Enablers </li></ul><ul><li>The environment provides several types of enabling assets for the humans to use while performing the job; these include </li></ul><ul><ul><li>Data/Information </li></ul></ul><ul><ul><li>Materials/Supplies </li></ul></ul><ul><ul><li>Tools/Equipment </li></ul></ul><ul><ul><li>Facilities/Grounds </li></ul></ul><ul><ul><li>Budget/Headcount </li></ul></ul><ul><ul><li>Culture/Consequences </li></ul></ul>What is required depends on both the performance requirements and the human capabilities available 1- The Process The process must be designed for efficient delivery to meet stakeholder metrics What is required depends on both the performance requirements and the human capabilities available C S L C S L C S L C S L C S L C S L C S L Performance Model < = Process Map Leadership Systems & Processes Core Systems & Processes Support Systems & Processes Attributes/Values Knowledge/Skills Human Asset Requirements Environmental Asset Requirements Facilities/Grounds Tools/Equipment Materials/Supplies Data/Information Budget/Headcount Culture/Consequences
    49. 51. HAM Systems & Processes Organization & Job Redesign Systems Staffing & Succession Planning Systems Recruiting & Selection Systems Training & Development Systems Performance Appraisal & Management Systems Compensation & Benefits Systems Reward & Recognition Systems Performance and Human & Environmental Asset Requirements of the Targeted Performance Provides the Criteria for Assessment of the “Fit to Need” or for the “fixes” of the processes and outputs of the Enterprise’s HAMS and EAMS EAM Systems & Processes Information & Data Systems Materials & Supplies Systems Tools & Equipment Systems Financial Systems Facilities & Grounds Systems Culture & Consequence Systems Performance Requirements Enabler Requirements
    50. 52. Key Expertise Required <ul><li>Facilitator </li></ul><ul><li>Group Facilitation </li></ul><ul><li>Instructional Design (or “other intervention” design and its input requirements) </li></ul><ul><li>Analysis Team </li></ul><ul><li>Performance Mastery </li></ul><ul><li>Communications skills </li></ul><ul><li>Interpersonal skills </li></ul>
    51. 53. Additional References/Resources <ul><ul><li>EPPI White Paper and Presentation </li></ul></ul><ul><ul><li>Performance Modeling & Human Asset Enabler Analysis </li></ul></ul><ul><ul><li>Lean-ISD via the PACT Processes for Training & Development </li></ul></ul><ul><ul><li>Lean-ISD White Paper </li></ul></ul><ul><ul><li>PACT Facilitation </li></ul></ul><ul><ul><li>How to Build a Training System That Won’t Burn Down </li></ul></ul><ul><ul><li>The Training Factor of the Quality Equation </li></ul></ul><ul><ul><li>Technology Transfer Using the PACT Processes for T&D </li></ul></ul><ul><ul><li>Balancing Conflicting Stakeholder Requirements </li></ul></ul><ul><ul><li>Continuous Improvement and Training </li></ul></ul><ul><ul><li>Managing Human Assets </li></ul></ul><ul><ul><li>Using a Group Process to Create Models and Matrices </li></ul></ul>see Resources Tab at www.eppic.biz “ Gopher” more at eppic.biz

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