Intro to analysis
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Intro to Analysis. Professor Allison Rossett updated James Marshall, Fall 2005 619.594.6088 [email protected] www.josseybass.com/rossett.html. Training center Respond Instructor dominated Teaching & learning Bureaucratic control.

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Intro to analysis

Intro to Analysis

Professor Allison Rossett updated James Marshall, Fall 2005

[email protected]/rossett.html


Our new world

Training centerRespondInstructor dominatedTeaching & learningBureaucratic control

Distributed & desktopAnticipate & consultLearner centeredResultsOn demand

Our New World


Intro to analysis

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

Training 2000

Internal Revenue Service


Intro to analysis

Practice

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

First, get with 4 or 5 classmates and visit this web site. Take 5 minutes to get a feel for the site and content.

Next, use your readings in FTF, Gilbert, and the FTF web site to respond to the practice that follows.


Intro to analysis

Practice

“Thanks for stopping by. Here’s the story.We’re taking a beating on this security and encryption thing.Frankly, I think our consultants

haven’t a clue, but I’m not sure.I want them to get skilled up on it, learn all about it, you know.Somebody told me about this online program from NCSU and I thought maybe we’d put them all through it. What do you think?”


Practice what questions would you ask the sponsor

Practice:What questions would you ask the sponsor?

  • ?

  • ?

  • ?

  • ?

  • ?


Intro to analysis

“You cannot solve a problem

if you are thinking

at the same level you were

when you created the problem.”

Albert Einstein

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


Analysis the basics

Analysis--the basics

  • Substance & politics

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

  • Focused on THREE kinds of information


Three kinds of information

Three kinds of information


Finding the gaps

Finding the gaps

  • Optimals — Actuals = Gaps


4 kinds of causes or drivers

4 kinds of causes or drivers

Problems with people

1. Skills and knowledge

  • They don’t know how to do it

  • They’ve forgotten

  • There’s too much to know and it’s volatile


4 kinds of causes or drivers1

4 kinds of causes or drivers

Problems with people

2. Motivation

  • They don’t know why to do it

  • They don’t care

  • They don’t believe they can

    value x confidence = motivation


4 kinds of causes or drivers2

4 kinds of causes or drivers

Problems with the Organizational Culture

3. Environment

  • They don’t have the “right” tools, equipment, time, policies, physical space or processes.


4 kinds of causes or drivers3

4 kinds of causes or drivers

Problems with the Organizational Culture

4. Incentives

  • They aren’t asked to do so.

  • Doing it results in a hassle.

  • Doing it is ignored.

  • Not doing it is rewarded.


Examples of drivers at work

Examples of drivers at work

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

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

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

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

1. Skills & knowledge

2. Motivation

3. Environment

4. Incentives


Practice drivers in your work

Practice: drivers in your work?

1. Skills & knowledge

2. Motivation

3. Environment

4. Incentives


Causes define solutions

Causes define solutions

Lack of skill or knowledge

People don’t because they don’t know how, or they’ve forgotten, or there’s just too much to know.

  • Education/training

  • Information support (job aids)

  • Documentation

  • Knowledge management

  • Coaching and mentoring

  • Selection of people who already know how

Solutions


Causes define solutions1

Causes define solutions

  • Weak or absent motivation

    People don’t because they don’t care or they don’t believe they can.

    • Education/training

    • Information support (job aids)

    • Documentation

    • Knowledge management

    • Coaching, mentoring

    • Participatory goal setting

    • Selection of people who want to do it

Solutions


Causes define solutions2

Causes define solutions

  • Ineffective environment

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

    • Re-engineered processes

    • New or improved tools or technologies or work spaces

    • New policies

    • Job design or redesign

    • Job enrichment

    • Poka-yoke http://www.campbell.berry.edu/faculty/jgrout/everyday.html

Solutions


Causes define solutions3

Causes define solutions

  • Ineffective or absent incentives

    People don’t because doing it isn’t recognized, doing it is a hassle, or not doing it is ignored.

    • Improved appraisal/recognition programs

    • Management development

    • New policies

    • Participatory programs, like quality circles

Solutions


How to do it pa vs tna

How to do it:PA vs TNA


How to do it pa vs tna1

How to do it:PA vs TNA


Intro to analysis

PA------>TNA

Optimals

Oughts

Revised Course

Job Aids

EPSS

Actuals

Is

Courses

T&D

TNA’s

CBT/WBT

Gap Analysis

Solution System Recommendation

Causes

Drivers

Solution Partners

Cause Analysis


A quickie tour of analyses associated with performance analysis

A quickie tour of analyses associated with performance analysis

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


A quickie tour of analyses associated with training needs assessment

A quickie tour of analyses associated with training needs assessment

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


For every complex problem there is a simple solution which is inevitably wrong h l mencken

“For every complex problem

there is a simple solution

which is, inevitably, wrong.”

H. L. Mencken


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