Job/Task Analysis Example

I've read quite a few blogs and articles on Analysis, but rarely do I see examples. Continuing from last week, I'd like to go into a little more detail on the Analysis Phase of ADDIE, though it will still be abbreviated...

Assumptions:

1. The team to be trained has a lack of knowledge and skill in Analysis for instructional design.

Project Scope: Train a team to conduct Analysis to be used for instructional design.

Job Analysis

Outcome 1: Job Analysis

• Standard: Majority of Analysis Team agrees the input is accurate and complete.

Outcome 2: Task Analysis
Outcome 3: Learner Analysis
Outcome 4: Trainer Analysis

Task Analysis

• Outcome: Job Analysis
• Task: Collect Extant Data
• Prerequisite Knowledge and Skills:
• Be able to identify credible sources.
• Be able to search through documentation and locate information.
• Required Materials
• Computer with internet access and/or access to published research on the subject.
• Standards
• Accuracy: Extant data is from credible sources. Extant data is relevant to the subject.
• Completeness: None
• Time: None
• Environment
• Library or computer terminal with internet access.
• No barriers to Job Aids.
• Frequency compared to other tasks
• Low Frequency: Three times per year or less.
• Safety
• N/A
• Task: Interview Master Performers
• Task: Interview Accomplished Performers
• Task: Analyze collected data
• Task: Conduct Review
• Task: Complete Job Analysis

Collecting this level of data for each task will require a greater deal of time. At the very, I try to get the conditions and standards for each task.

The next step is to work with your Subject Matter Expert to remove any unnecessary tasks. With that complete you can determine which tasks should be best delivered via Job Aid, Information Delivery System (handout, email, pamplet, elearning, etc) or Instructor Led Training. For those tasks requiring training, you can now develop objectives. As I mentioned in my last blog, if you have enough time, you might consider doing a Content Analysis before moving on to Objectives. However, my experience is that time is limited, and the Content Analysis will likely need to wait until the Design Phase.

Here is how I would handle the Objectives for the analysis thus far:

Objectives:

Behavior: COMPLETE a Job Analysis
Condition: Given a computer with internet access
Standard: So that a majority of the Analysis team agrees the input is complete.

Unit 1.0: Analysis
TPO 1.1 Given a computer with internet access, the student will COMPLETE a Job Analysis so that a majority of the Analysis team agrees the input is accurate and complete.

• EO 1.1.1 Given a computer with internet access, COLLECT Extant Data that is from credible sources and relevant to the subject.
• EO 1.1.2 INTERVIEW Master Performers.
• EO 1.1.3 INTERVIEW Accomplished Performers.
• EO 1.1.4 ANALYZE collected data.
• EO 1.1.5 CONDUCT Job Analysis review.
• EO 1.1.6 COMPLETE Job Analysis

TPO 1.2: Task Analysis
TPO 1.3: Learner Analysis
TPO 1.4: Trainer Analysis

My thoughts on Job/Task Analysis

I've been thinking a lot lately about Job/Task Analysis. My first encounter with the subject was in my undergrad. While studying Human Resources we learned to develop job descriptions which required a thorough Job Analysis. Pre-Graduate School I combined that knowledge with what I could gather from blogs and other resources. In Graduate School we studied Job/Task Analysis as part of the Instructional Design course. Since then I've spent quite a bit of time reading the works of Guy Wallace, Dick Clark, and David Jonassen. From reflecting on these experiences over time I have I have evolved my own understanding and use of these two Analysis types. Disclaimer: as always, there are many ways to do this.

Ideally, when collecting data for analysis you triangulate information from Extant Data, Master Performers, Accomplished Performers, and Stakeholders.

Job Analysis

Conducting a Job Analysis is the process of figuring out exactly what a person holding a specific job should be able to accomplish... or, "What are their required performance outcomes?" (Of course, outcomes are the products or results of their work, not the actual process) This analysis is used to create job descriptions and learning objectives, among other things.

Example: As an Instructional Designer, one outcome I am expected to produce is a Job Analysis.

Ideally when you are doing a Job Analysis you also collect information on Standards (how you know when you've achieved the desired outcome) for each outcome.

Example:

• Outcome: Job Analysis
• Standard: Analysis Team agrees the input is complete.
• Outcome: Task Analysis
• Standard: Analysis Team agrees the input is complete.

I usually continue collecting data until the Analysis Team agrees it is complete, or until I run out of time. Getting the Analysis Team to agree is an important part of gaining buy-in on the content (getting the team to agree could be a whole blog topic by itself).


Task Analysis

With the Job Analysis complete it's time to move on to the Task Analysis. A Task Analysis is essentially an inventory of the Tasks required to produce the Outcomes. I typically use two types of Task Analysis; Procedural, and Cognitive. A Procedural Task Analysis is done when the actions to be performed can be observed. Cognitive Task Analysis is done when the actions to be performed can not be observed (mental). Either way, it's important that you do not get pulled into the details of the tasks at this point (this is where Analysis Paralysis usually sets in).

Example:

• Outcome: Job Analysis
• Task: Interview Master Performers
• Task: Interview Accomplished Performers
• Task: Conduct Review
• Task: Finalize Analysis

These Outcomes and Tasks are weeded down to become objectives for the course. Later, during the Development Phase, a Content Analysis will be done to categorize each task. Waiting until after the Objectives are complete allows you to skip all the "weeded out" tasks. If you have a lot of time, you can conduct the Content Analysis before developing objectives, but in my experience, time for analysis is usually limited. What's important here is that we focus on important business outcomes, and on the tasks necessary to produce those outcomes.

Favorite Job/Task Analysis Resource:

Blog: Guy Wallace

Using HPT to Plan a Virtual Support Network Part 1: Project Kickoff

A few months back I was having a conversation with Guy Wallace about starting a professional chapter. The purpose was to collect data for an organization I belong to that was looking to start a virtual chapter. I was interested in hearing his story about starting up the Charlotte, NC chapter of ISPI. During the conversation the topic of a Virtual ISPI chapter for Capella came up and I began thinking that this concept could possibly fill the needs of some of my colleagues and Alumni at Boise State. I decided to put together an Exploratory Committee to look into the possibility of forming a chapter.

The Exploratory Committee consists of members from each category of potential stakeholders I had identified: 3 Students (2 online, 1 on campus), 1 Alumni, and 1 Faculty member. With our committee formed, we discussed some of the potential services a Virtual Support Network could provide to our Stakeholders. We decided that a Performance Analysis would be appropriate to determine what problems and opportunities exist within our groups of stakeholders, and which could be supported by a Virtual Support Network.

To begin, we developed a list of services the Network could provide, based on our own experiences. A few of the services included; ways for Alumni to give back to the program; affordable/quality programs/professional development; networking opportunities; professional resources and literature; pre-qualified course projects for students; and employment services. We also discussed the possibility of aligning our network with an international organization such as ISPI or ASTD. Of course, in keeping with good practices we wanted to analyze our target audience to ensure these needs were widespread. This brings us to the Analysis Phase.


Over the next two months we will be conducting interviews and surveys to determine how comprehensive and accurate our assumptions are. We will look to determine the needs of our potential stakeholders, and determine the best ways to support those needs.

Five Virtual Team Guidelines

I'm not the leading expert on virtual collaboration, but I did complete my Undergrad and am completing my Masters degree virtually. In that time I've worked on numerous virtual teams. Here are a few guidelines I've learned on how to form successful virtual teams.

Guideline 1 - Pick your teammates wisely!

If you have the option to choose your teammates, try to find people that communicate the same ways you do. I typically try to find teammates that like to communicate via some kind of instant messenger. This gives us the ability to have synchronous conversations.

Also, find teammates that have the same work collaboration style. Some people like to work solo and then bring their work to the group. Others like to work collaboratively. It's really hard to mix the two without running into conflict at some point.

Guideline 2 - Immediately create a team charter!

A good team charter will set the standards for your team. They describe communication strategies; they set critical success factors; they describe what you will do as a team if you face conflict; among other things.

Guideline 3 - Determine what software you will use to communicate!

I have yet to find a software tool that does everything. It's important that virtual teams are operating on the same software to avoid duplicating work. I like to use Yahoo IM for chat, Google Docs for virtual collaboration (within a document), bubbl for mind mapping, email for asynchronous updates, getting everyone on the same page, and sending out meeting minutes, and skype for conference calls. It might also be important to have some kind of screen sharing software.

Guideline 4 - Someone needs to be in charge (Project Manager)!

Usually someone will step up, but when no one takes charge, meetings tend to be less productive.

Guideline 5 - Stay in constant contact!

Once the team has begun work, staying in constant contact will help the team go through the standard team forming phases (forming, storming, norming) faster. It also helps with brainstorming and improves collaboration.

I'm sure there are many more guidelines out there on the subject, but I always try to follow these guidelines when I begin, or join a virtual team.

What do training departments really do?

     What is the role of training and development? Many training departments exist to ensure that employees memorize a certain amount of knowledge and information required to operate functionally within their organization. I see the training and development as being responsible for improving organizational (not just employee) performance.

     Why expand to "organizational?" Because as Training and Development professionals, organizational issues come to us regularly in the form of requests for training. We are equipped with the tools necessary to make performance improvement recommendations. As we complete our Performance Analysis, we identify the root cause of the organizational issue. If it's a Knowledge and Skills issue, we are equipped to develop an intervention. However, many times the root cause has nothing to do with training. In that case, we can point the owner of the performance issue to the proper intervention. In this way we really serve as a strategic business partner within our organizations. Our efforts can lead to organizational performance improvement regardless of the issue or the cause of the problem.

I am a Performance Improvement Specialist!

Over the past seven months I've been through quite a bit professionally. I've learned about SCORM and even how to develop some in Flash. I took a course on Needs Assessment and am currently taking one on Evaluation Methodology. All this while continuing to work as a one-stop trainer. I've realized more and more that my job is really about improving performance. Whether my career takes me through HR or Training, I want to be a part of organizational performance improvement on a Macro scale. While I do enjoy training, I've really enjoyed analyzing situations and determining the best solutions. It's not just about performance analysis. I enjoy being a part of those solutions from start to finish.

I've been asked several times over the past few months "What are you going to do once you finish your Masters Degree?"

Well, one thing I've learned is that the learning never stops. If I stay in Training, a CPLP would be nice. If I end up in HR, maybe a PHR.

Here's what I can plan on for both:

(1) Change Management
(2) Project Management

Either way, Performance Improvement is in my future.

Review of Roger Kaufman's Organizational Elements Model

     Rodger Kaufman developed a holistic organizational analysis model that emphasizes differentiating between a company’s means (what it uses and does), and its’ ends (what it produces). By taking a holistic approach to analysis the company is aligned from top to bottom with their customers’ demands. There are five levels in the OEM; Inputs (human labor, equipment, budgets, etc), Processes (what you do to produce the product), Products (what work groups complete), Outputs (what the company completes as a whole), and Outcomes (the products effects on the customer and society. When using this model, you start by looking at the inputs and determining “what is” or how are things now? Once that is determined, you move on to the next level, processes, and do the same thing. Continue through the continuum until you get to outcomes. Then turn back around and ask “what should be?” at the outcomes level. Next, take a look at the outcomes and ask “what should be?” Once that’s determined, look at the outputs and ask “what do we have to do at the output level to achieve “what should be” at the outcomes level?” So it will look something like this:

 Rodger Kaufman’s Organizational Elements Model (OEM)

                                                                                                                                               

When you begin asking “What Should Be?”, compare it to “What Is?”. The differences are your performance gaps.

References:

Kaufman, R. (1981). Determining and Diagnosing Organizational Needs. Group and Organization Studies, 6(3). 312-322