3. Analysis Techniques
In the previous sections, names such as front end analysis, task analysis, or content analysis came up. What do they mean and what are the purposes of these techniques? Let’s take a moment to situate some analysis techniques within the larger framework we’ve been discussing:
|
KIND OF |
PERFORMANCE |
TRAINING NEEDS |
|
Audience analysis |
Typically happens here, where the target audience is defined in terms of its demographics, size, eagerness, general readiness |
The focus here is prerequisite skills and knowledge and motivation regarding those areas on which the training or information support might focus |
|
Front end or cause analysis |
At the heart of PA. Synonymous with cause or driver analysis yielding a solution system. Concludes the PA with a set of justified recommendations |
Not typically part of TNA, since the determination of cause/driver has already occurred, allowing a hand-off to training or information developers |
|
Goal |
Only in the broadest strokes, to get a general picture of what comprises the goal |
A critical part of TNA, where the details of excellence associated with abstract concepts are defined and agreed to |
|
Subject matter or content analysis |
Not typically part of performance analysis, as it involves detailed literature review, observation of model performers, and communication with experts |
At the heart of TNA, part of the search for what constitutes optimal perspectives and knowledge. Relies upon literature review, examination of documentation, interviews with water walkers and experts |
|
Task |
Not typically part of performance analysis, as it involves detailed parsing, usually through observations, of what an effective performer does |
An important part of TNA, especially for those domains where there are significant operative visible skills, like deck swabbing or equipment assembly. Relies upon observation of water walkers |
Mager and Pipe’s Analyzing Performance Problems provides tools for performance analysis. Mager’s Goal Analysis would most typically be a component in training needs assessment, once the professional knows she ought to be building a class and related job aids, for example. Mager’s Preparing Instructional Objectives would be used at the close of training needs assessment, as you move into design and development of the solution.