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Job task analysis is the cornerstone of performance based training. Conducting an effective job analysis requires understanding what information is necessary for the training program, how to best extract that information from the organization, and how to properly analyze the data received, in order to provide the clearest picture of the job under study. The job task analysis should result in the identification of the essential tasks and duties and knowledge, skills and abilities required to perform the job.
The starting point is to obtain or develop an adequate job description. A job description is a general statement about what a person does on the job and the condition underwhich the job is performed. Using this information, think about the job and create a list of the various tasks that are required to perform the job. Keep in mind the job description describes the job as it actually is, not how you think it should be. Be careful not to inject your ideas about what you think the job should be, into the analysis.
Job breakdowns consist of the following:
| Element Name | Definition | Example |
| Job | The name of the job for which a person was hired. Often given a job title and job description. A job consists of one or more duties. | Gas Station Attendant Electrician Package Machine Operator Accountant |
| Duty | A broad category of responsibilities within a job. Duties consist of one or more tasks. | Attend the pumps Change Wash cars Clean rest rooms |
| Task | A task is part of a set of actions which accomplish a job. Another way to look at it is; a task is an actual activity performed on the job for which the worker is paid. The tasks are the elements of the job. Tasks form the structure upon which an effective performance based training program is built. The task is composed of the procedure steps required to create an output or product. | Pump gas Wash windshields Check oil levels Process a cash sale Process a credit sale |
| Step | An element of a task. Something that moves the task along. Usually listed in sequence. | Remove cap Select grade Start pump Insert nozzle |
The Analysis
Task analysis is the analysis or a breakdown of exactly how a task is accomplished, such as what sub-tasks are required. This information can then be used for many purposes, such as improving the design of tools or procedures that aid in performing the task. For training design, frequency and consequence of error are two important factors to consider in identifying critical tasks or duties upon which to train.
Task analysis is a systematic breakdown of a task into its elements, specifically including a detailed task description of both manual and mental activities, task and element durations, task frequency, task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more humans to perform a given task.
Instructional designers perform a task analysis in order to:
There are different formats to use based on the type of learning outcome. The following are the most prevalent:
The first step in the task analysis is to list all of the tasks that might be included in the job. You can probably identify most of the tasks by thinking about the job description. You will need to obtain more information than that. You will do this by talking to job incumbents or people who have previously performed the job. You should also observe people performing the job and take notes of what you observe. It is a good idea to video tape the person performing the job.
Unlike learning a concept or a principle, procedures are strictly defined so that each step is clear and unambiguous to the learner. Procedures can be simple, whereby the learner follows one set of steps in a sequential fashion. However, procedures can also be complex, with many decision points that the learner must make. Regardless of the complexity of the procedure, a procedural analysis breaks down the mental and/or physical steps that the learner must go through so that the task can be successfully achieved. The steps that make up a task are arranged linearly and sequentially, illustrating where the learner begins and ends. Oftentimes, the steps throughout the task, from start to finish, as well as any decisions that the learner must make are arranged in a flowchart, but they can also be done in an outline form. See examples below.
Examples of learning outcomes that are procedural in nature are:
1. Balancing a checkbook,
2. Changing a tire,
3. Formatting a disk,
4. Bathing a dog
Tasks that are based on procedures are the easiest for conducting a task analysis. Generally, application of procedures involves these steps:
1. Determine whether a particular procedure is applicable
2. Recall the steps of the procedure
3. Apply the steps in order, with decision steps if required
4. Confirm that the end result is reasonable.
What criteria should I use to evaluate my procedural analysis?
by Brice Alvord
As we develop training programs, it is important to remember that the competence of our trainees will be judged by their supervisors and management based upon their ability to perform on the job.
“Competent people are those who can render valuable or worthy performance without excessively using costly behaviors”. Our sole concern in training should be to help trainees acquire the ability to render “worthy performance” on the job. Training must focus more on the outcomes of training and less on the process. Competencies are the foundation of Performance Based Training.
Competencies can be described as measures of worker accomplishment that have a value to the organization. In other words, the organization is willing to pay someone to achieve these accomplishments. Competencies are results driven, That is they define a performance task based on a standard of performance.
The performance task defines exactly what the person on the job must be able to do when performing the job they are hired to do. The performance task consists of an action verb and the object of that verb, i.e. “Apply a coat of paint”
The standard of performance defines exactly how well the job must be performed in order to achieve the desired results. It is a clear and concise definition of that performance. The standard should be observable and measurable, i.e. “Apply a coat of paint so that it covers the previous color.” In this example, you can quickly determine if the standard was achieved.
It is also important to remember that the standard should be at a trainee level – not at the level of an experienced worker. The standard should be set so that it can be performed competently but at a much slower pace.
It is also important to point out that people in a job will meet differing levels of competence. You would not expect a newly hire operator to achieve that same level of competence after two weeks of training that an operator who has been on the job for a year or longer. When determining competencies it is important to identify at least three or more levels of competence for each position:
The responsibility for defining standards of performance rests with management. Typically the first line supervisor should have a major role in defining the standards to meet the various tasks identified in the JTA. Upper levels of management should review these standards (competencies) for adherence to specified goals and objectives.
Examples of competencies include:
Defining competencies can become an overwhelming task unless you establish some guidelines for what competencies are important for the successful completion of the job. It is possible to create hundreds of competencies for a given job. In Performance Based Training it is important to establish some criterion concerning what should be covered in the training and what should not.
The important and critical tasks that make up a job are the ones that the designer of training should focus on when developing competencies.
| Determining what tasks elements of the competency are critical requires the use of a DIF analysis. The DIF analysis compares four factors: 1. Frequency of occurrence 2. Importance 3. Difficulty of performance 4. Difficulty to learn. |
Frequency is typically broken down into elements such as the following:
1. Task occurs less than once a year
2. Task occurs yearly or more
3. Task occurs Monthly
4. Task occurs daily
5. Task occurs once a shift or more
The scale and responses can be changed as it pertains to the organization doing the analysis. We have found that the above items are generally effective
Importance is typically broken down into elements such as the following:
1. Consequences negligible or trivial
2. Not too serious (an be corrected quickly with no noticeable impact)
3. Somewhat serious (correction required to prevent a noticeable safety, environmental, equipment loss or damage)
4. Serious (immediate correction required)
5. Extremely serious (lost time injuries or safety consequences)
Just as in the case of frequency, the scale and responses can be changed as it pertains to the organization doing the analysis. We have found that the above items are generally effective
Performance difficulty is typically broken down into elements such as the following:
1. Very easy to do right
2. Easier than the average task on this job
3. Average difficulty
4. More difficult than the average task on this job
5. Very difficult to do right, complex, many factors
Again, the scale and responses can be changed as it pertains to the organization doing the analysis. We have found that the above items for performance difficulty are generally effective.
Learning difficulty is typically broken down into elements such as the following:
1. Easily learned in a few minutes (entry level employees can do after being told once)
2. Simple but requires some skill and knowledge or experience (entry level employees can do it right after being shown)
3. Average learning difficulty for this job (task can be done right after minimal on the job practice)
4. More difficult to learn than the average task on this job (task must be practiced multiple times to do right)
5. Difficult to learn, typically requires experience in analytical ability (task requires significant experience and understanding to do right)
The scale and responses can also be changed as it pertains to the organization doing the analysis. We have found that the above items for learning difficulty are generally effective.
These factors are used to determine the criticality factor and the need for refresher training. Training for tasks which have a high criticality should be developed first. Lower rated tasks might not even require formal training.
by Brice Alvord
The key to successful performance objectives is to make sure that they can be observed and measured easily and accurately. You must avoid ambiguous phrases such as:
Use of an objective such as: Understand how to use a laptop computer could mean being able to turn it on, log in, follow the instructions displayed on the monitor, and turn it off. To others it may mean be able to write a computer program. The broad terms shown above must be broken down into smaller learning activities.
Observable and Measurable Objectives
| How do you really know when someone understands, has learned, or appreciates something? Observable and measurable objectives require that you use terms such as:
Use of Proper Phrasing
The phrases shown above are open to fewer interpretations and are more easily and accurately measured. Either the trainees can perform them or they can not. Use of proper phrasing can also determine the depth of knowledge and/or skill that will be taught in a given unit of instruction or training program
Components of Performance
There are three components to w a well written performance objective, these are:
The first component, the Condition, basically describes the setting in which the trainee will be required to perform in order to demonstrate competence. In some cases the condition may be referred to as the given or the situation.
Keep in mind that the Performance component is the heart of the objective and is based on the task statement. In many cases the performance component will be an exact restatement of the task itself. Other times the task statement may be expanded, additional qualifiers added, or altered to describe performance you will accept in the training setting
The third component is the Criteria; describes how well the trainee must perform in order to be deemed competent in the task. It is important to remember that the competency we are talking about here is at the training level not the level of master craftsman.
Example of a Well Written Objective |
"Given a recipe, major and minor ingredients, a mixer and a dough trough, mix a batch of chocolate chip cookies. Criteria: Batch must meet the quality profiles for chocolate chip cookies"
by Brice Alvord
The following are characteristic of good objectives:
An objective which states, "the student will learn Senge’s Fifth Discipline by studying pages 87 to 204" refers not to an outcome of instruction but to an activity of learning. The objective needs to state what the learner is to perform, not how the learner learns. Evidence of whether the learner has learned the material lies not in watching her read about it but in listening to her explain the principles in her own words.
For example, including an objective about the history of accounting in a book keeping course does not match the stated course goal of "to correctly use and understand QuickBooks." Trainers sometimes try to teach what they think is important or like to instruct instead of what the learners need to know. When objectives and goals are not consistent, two avenues of approach are available: change (or eliminate) the objective, or change the course goal.
It's sometimes difficult to strike a balance between too much and too little precision in an objective. There is a fine line between choosing objectives that reflect an important and meaningful outcome of instruction, objectives that trivialize information into isolated facts, and objectives that are extremely vague. Remember, the purpose of an objective is to give different people the same understanding of the desired instructional outcome.
Objectives are important tools in helping you reach your goal of assisting the learner in mastering the skills and knowledge required to competently perform on the job. In other words, instructional objective are basically competencies that are written to reflect training goals. A well written performance objective should be written in terms that are:
Objectives are important for the following reasons:
By developing objectives that are derived from competencies, your finished program will correctly focus on management’s desired training needs
When reading the training program’s objectives, management, the trainer and the participant can readily determine if a specific program offers the content and depth of material necessary for the trainees competent development.
By identifying the desired competence to be achieved in a training program, the trainer can better determine what instructional and evaluative techniques will be most appropriate during the training session.
Objectives allow both the trainer and trainee to accurately determine whether the desired learning objective or instructional intent has been achieved
They force the designer to think about what knowledge and/or skills a trainee will come away with rather than what knowledge they take into a program
by Brice Alvord
Introduction | This blog presents an overview of competencies and how they are developed. As we develop training programs, it is important to remember that the competence of our trainees will be judged by their supervisors and management based upon their ability to perform on the job.
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Definition of Competency | Competencies are measures of worker accomplishment that have a value to the organization. In other words, the organization is willing to pay someone to achieve these accomplishments. Competencies are results driven, That is they define a performance based on a standard of performance.
|
Performance Tasks | The performance task defines exactly what the person on the job must be able to do when performing the job they are hired to do. The performance task consists of an action verb and the object of that verb, i.e. “Apply a coat of paint”
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Standard of Performance | The standard of performance defines exactly how well the job must be performed in order to achieve the desired results. It is a clear and concise definition of that performance. The standard should be observable and measurable, i.e. “Apply a coat of paint so that it covers the previous color.” In this example, you can quickly determine if the standard was achieved. It is also important to remember that the standard should be at a trainee level – not at the level of an experienced worker. The standard should be set so that it can be performed competently but at a much slower pace.
|
Levels of Competence | It is important to point out that people in a job wi;; meet differing levels of competence. You would not expect a newly hire operator to achieve that same level of competence after two weeks of training that an operator who has been on the job for a year or longer. When determining competencies it is important to identify at least three or more levels of competence for each position: · The initial level (after initial training) · Secondary level of competence ( 6 moths to a year on the job) · Third level of competence (1 to 2 years on the job)
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Defining Standards of Competence | The responsibility for defining standards of performance rests with management. Typically the first line supervisor should have a major role in defining the standards to meet the various tasks identified in the JTA. Upper levels of management should review these standards (competencies) for adherence to specified goals and objectives.
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Examples of Competencies | Examples of competencies include: · Install a water heater according to the National Plumbing Code · Mix a batch of cookie dough in accordance with the recipe · Prepare minor ingredients within ± 0.05 oz of specifications · Take a lab sample according to the Quality Assurance Department sampling procedure · Load a trailer as specified by the appropriate customer order. |
by Brice Alvord
Introduction | This blog covers the barriers to effective learning faced by the adult learner. These barriers include: · Fear of criticism from managers and peers · Span of time since last formal training session · Memories of earlier training experiences · Difficulties in taking tests and/or receiving feedback · Balance between workload, personal priorities, and training · Use of non-real-world data and/or situations
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Fear of Criticism from Managers and Peers | The greatest fear of most adult learners is that they will leave a negative impression to their managers and peers. This leads the participants fear that other people might criticize their ability to perform their job. This is particularly true of the worker who has been on the job for a number of years and is viewed as the key resource person in the department. This fear can be very strong and it may manifest itself in a variety of behaviors.
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Span of Time Since Last Formal Training Session | For many participants, a long time has passed since they were last in a formal training program. Training activities are no longer recent experiences and people forget how they used to handle these activities. The participants need time to reacclimate themselves to these types of activities. If the participants have been involved in recent training activities you will have success with just about any type of training activity.
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Memories of Earlier Training Experiences | Most people are able to recall some learning experience that bothered them. For some people, taking a test was unpleasant; others had a negative experience in a role play or being video taped. When assigned to a training activity, it will trigger some of these negative memories. The best way to minimize these memories is to get them involved in a fun exercise and have an immediate group discussion following it. This will go a long way toward minimizing the impact of these types of memories.
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Difficulties in Taking Tests and/or Receiving Feedback | Most adults dislike the idea of taking tests; many have forgotten how to prepare for and take tests. It is hard for them to find the right place, take the proper amount of time, and be able to concentrate during studying and testing. Many adults fear feedback and do not take it positively. They have a natural tendency to argue and be defensive
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Balance Between Workload, Personal Priorities, and Training | The adult learner is often forced to divide his/her attention among family, the job, and social activities. A problem that arises in anyone of these areas will significantly affect the participant’s desire to participate in training. As you design the training program, you need to recognize these outside pressures exist and be flexible enough to work in concert with them.
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Use of Non-Real-World Data and/or Situations | Adult learners respond most favorably to training situations that directly relate to their jobs. They also want the training to provide knowledge and skill development that they can apply directly and immediately to the tasks that they are expected to perform on the job. As you structure the learning exercises, keep this in mind. Where necessary, line up key resource people who can facilitate key portions of the training. |
Introduction | This post addresses some of the qualities and thought patterns of the adult learner. To be an effective trainer or developer requires that you understand the difference between an academic learner and an adult learner.
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Academic Learners | The academic learner has one main focus: to fulfill the academic requirements for a degree or for continued academic advancement. This hardly ever applies to the specific challenges of the workplace.
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Adult Learners | Adult learners want to obtain knowledge and skills they can apply to a clearly defined challenge or a demanding aspect of their work. They do not want to waste time or effort on things that do not matter or relate to a near-term goal or to their career. Typically, the adult learner has the following three characteristics: · Sense of direction · Base of experience · Goal orientation
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Sense of Direction | Perhaps the greatest motivation of the adult learner is their confidence that the knowledge or skill development that they are pursuing will apply to a specific need they have for professional growth. Individuals in the business world tend to have a better sense of direction for their immediate goals than do academic learners. As a result their pursuit of training tends to be more focused. |
Base of Experience | Adult learners come into a training situation with a degree of relevant knowledge or skill. This allows them to learn from the experience of others in the group. They build upon and relate to their own experiences. Academic students tend to bring very limited experiences that are too general to be of value to the other students. In addition, adults usually learn more from their peers than they do from an outside party. To be effective, the training session should provide as many opportunities as possible for participants to draw upon these peer-group learning experiences.
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Goal Orientation | Individuals in the business world know that their performance will be evaluated. They also understand that the evaluation can affect their opportunities for advancement. People who aspire to higher positions are therefore motivated to prepare themselves. As a result, adult learners will seek courses that match their career plans and they will work hard to get as much out of these learning experiences as they can. |
By Brice Alvord
One-point lessons are a simple yet powerful learning and operational tool. When applied systematically throughout the work site, one-point lessons provide many benefits. They can help deploy just-in-time knowledge and skills across an organization. They also positively affect employees’ abilities to perform daily tasks as well as improve an organization’s cost efficiency and product quality.
As an aid for spreading best practices company-wide, one-point lessons can support and enhance improvement efforts such as Lean Management, Just-In-Time (JIT) Production, Total Quality Management (TQM), and Total Productive Maintenance (TPM).
One-Point Lessons
One-point lessons are short visual presentations on a single point. One-point lessons have three purposes:
• They sharpen job-related knowledge and skills by communicating information about specific problems and improvements.
• They easily share important information just-in-time.
• They improve the team’s performance.
Characteristics of One-Point Lessons
One-point lessons are:
• Short visual presentations on a single point
• Detailed on one or two pages
• Supported by diagrams, photographs, or drawings
• Generated and used at the point of need
A one-point lesson is a learning tool for communicating standards, problems, and improvements about work processes and equipment. Workers and supervisors use one-point lessons to provide key information about everyday work and improvement opportunities. Thus, one- point lessons may contain information on a wide range of topics.
Types of One-Point Lessons
Three types of one-point lessons exist; each type has a distinct purpose:
• Basic Knowledge
• Problem Case Study
• Improvement Case Study
Basic Knowledge
Basic Knowledge one-point lessons fill a knowledge gap. This ensures that team members have the knowledge they need to do their job or participate in improvement activities.
Problem Case Study
Problem Case Studies use actual examples of breakdowns, defects, and other abnormalities to illustrate how to identify and/or avoid a workplace problem.
Problem Case Studies are most effective when presented immediately after a problem occurs, while the issue is still fresh in everyone’s mind.
Improvement Case Study
Improvement Case Studies summarize the concepts, contents, and results of improvements that result from team activities. This helps teams in other areas to make similar improvements.
Where to Use One-Point Lessons
Examples where one-point lessons may be applied are:
Quality
• Defective incoming material or products
• Causes and prevention of defects
• Materials or product specifications
• Methods for finding and discovering abnormalities in equipment and materials
Inventory
• Materials inventory control specifications
• Product inventory control specifications
Equipment operation
• Changeover operation
• Startup sequence
• Monitoring and inspection methods
• Shutdown and lockout/tagout sequence
• Cleaning and maintenance protocols
Safety
• Emergency stopping methods
• Safety standards for use of tools and equipment
• Reliable methods to prevent accidents
Maintenance
• Cleaning procedures
• Adjustment procedures
• Inspection procedures
• Lubrication procedures
Inspection
• Methods of inspection
• Acceptance inspection specifications
• Product inspection specifications
Improvement tools
• Checklists
• Cause-and-effect diagrams
• Control charts
• Red tags
In other words, whenever workers need key information to perform their jobs, one-point lessons can be an effective tool for delivering that information.
Sharing Knowledge Among the Team
Team leaders and members who have acquired special skills or knowledge need a way to share their knowledge with their teammates. Rather then merely repeating what they have learned, they should put it in a form that suits their workplace. One-point lessons translate knowledge into practical information that teammates can use to effectively perform their jobs.
Additionally, one-point lessons are an effective training tool because:
• They are short and focused on a topic that team members need to know about.
• Information can be presented in bite-size chunks, when and where it is needed.
• They offer a simple vehicle for going over the material until everyone has mastered it.
• They offer a flexible way to deliver training on the floor, during meetings, during production activities, as well as during formal training.
• The act of teaching develops communication and leadership skills on the team.
• They are good tools for training new employees or transfers.
Conclusion
We have discussed how companies use one-point lessons to eliminate waste and improve operations by providing just-in-time information. We have described the kind of information contained in a one-point lesson and how this information can be used as a training tool to sharpen the knowledge and skills of the entire team. We have discussed the three types of one-point lessons: Basic Knowledge, Problem Case Study, and Improvement Case Study, and have reviewed examples of each. Finally, we have briefly discussed the steps involved in one-point lesson development.
Brice Alvord has over thirty years experience as an internal and external performance improvement consultant. He holds a BA in Sociology/Psychology from Central Washington University and an MBA degree from City University of Seattle. He is the author of over two dozen books on continuous improvement and training.
Article Source: http://EzineArticles.com/?expert=Brice_Alvord http://EzineArticles.com/?Reducing-Training-Costs-With-One-Point-Lessons&id=647915
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