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EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
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to protect and improve the enterprise
Modeling Mastery Performance and Modeling Mastery Performance and Systematically Deriving the EnablersSystematically Deriving the Enablers
Concurrent SessionConcurrent SessionISPI 2006 Spring ConferenceISPI 2006 Spring Conference
DallasDallas
Guy W. Wallace, CPTGuy W. Wallace, CPT
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 2
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Session Administrative Session Administrative OpenOpen
Terminal Performance Objectives
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
Describe the uses of the Performance Model and the Enabler Matrices data in downstream instructional and non-instructional interventions
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 3
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Session MapSession Map
1. Session Open and Kick-off
1. Session Open and Kick-off
2. Analysis Process – Introduction & Orientation
2. Analysis Process – Introduction & Orientation
3. AoPs and Performance Modeling
3. AoPs and Performance Modeling
4. Categories and Systematically Deriving the Enablers
4. Categories and Systematically Deriving the Enablers
5. Session Summary and Close
5. Session Summary and Close
= Application Exercises
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 4
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Session Participant PollSession Participant Poll
What is the total number of ISD/HPT stafftotal number of ISD/HPT staff in your ISD/HPT function? Less than 5Less than 5 Between 5 and 10Between 5 and 10 Between 10 and 50Between 10 and 50 Between 50 and 100Between 50 and 100 More than 100More than 100
How many distinct customer segmentsdistinct customer segments does your ISD/HPT function serve?
Only 1Only 1 Between 2 and 5Between 2 and 5 Between 5 and 10Between 5 and 10 Between 10 and 20Between 10 and 20 More than 20More than 20
What, in your ISD/HPT function,
is your rolerole? Leadership Leadership oror Management/Supervisory Management/Supervisory
or or Individual Contributor Individual Contributor oror multi-role multi-role
What is your department/function’s primary rolerole?
ISD ISD and/or and/or HPT HPT
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 5
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Enterprise Processes TypesEnterprise 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
OutputsInputs
measures
Downstream
Value-Stream
Processes
Upstream
Value Stream
Processes
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 6
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measures
Every Enterprise System and Every Enterprise System and Process has Stakeholder Process has Stakeholder Requirements to MeetRequirements to Meet
GovernmentGovernment
Shareholders/Owners
Shareholders/Owners
Board of DirectorsBoard of Directors
ExecutivesExecutives
ManagementManagement
CustomersCustomers
EmployeesEmployees
SuppliersSuppliers
CommunityCommunity
©2002 EPPIC, Inc.
measuresOutputsInputs
One view of a…One view of a…Stakeholder HierarchyStakeholder Hierarchy
L
C
S
Downstream
Value Stream
Processes
In-Process Measures
Output Measures
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 7
EPPIC Inc.Achieve Peak Performance
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Map and/or Model Map and/or Model
the Critical Processesthe Critical 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
OutputsInputs
OutputsInputs
Downstream
Processes
EPPI - Tier 2 View
Upstream
Processes
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 8
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
2 Types of Process Enablers2 Types of Process EnablersHuman Human andand Environmental Environmental
Knowle
dge/
Skill
sAtt
ribu
tes/
Value
s
L
C
S
Human Asset Enablers
Environmental Asset Enablers
(Psy
chol
ogical
,
Phys
ical
,
Inte
llect
ual)
Data &
Information
Faciliti
esM
achinery, Equipment, &
Tools
Materials &
Supplies
Consequence
s$$$
© 2002 EPPIC , Inc.
L
C
S
L
C
S
EPPI - Tier 3 View
Process Map View Performance Model ViewArea of Performance:
Key
Outputs
Key
Tasks
Roles/Responsibilities
1 2 3 4 5
Typical
Perf . Gaps
Prob. Gap
Cause
dE
dK
dI
Role:
<=
Role
1Role
2Role
3Role
4Role
5
Process Map View Performance Model ViewArea 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
1Role
2Role
3Role
4Role
5
Role
1Role
2Role
3Role
4Role
5
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 9
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Analysis SetsAnalysis Sets
Human Enablers• Enabling Knowledge/Skills• Enabling Intellectual
Attributes• Enabling Psychological
Attributes• Enabling Physical Attributes• Enabling Values
Environmental Enablers• Data/Information• Materials/Supplies• Tools/Equipment• Facilities/Grounds• Budget/Headcount• Culture/Consequences
Process Performance• Areas of Performance
• Performance Model data
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 10
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Areas of Performance - Areas of Performance - AoPsAoPs
Areas of Performance
Segment process/performance into “chunks”“chunks” for analysis efforts
Take a process/performance process/performance orientationorientation versus topical/content orientation
To segment, look first for linear process flows or “cycles”“cycles” within the performance scope and then all other job/performance “components”
Cycles within cycles Separate cyclesAKA: Key result areas, accomplishments, duties, AKA: Key result areas, accomplishments, duties,
etc.etc.
ExampleExampleAoPs
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
ExampleExampleAoPs
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
ExampleExampleAoPs
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.Payroll,
Banking, and Financial
Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©2002 EPPIC, Inc.
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 11
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AoP Segments AoP Segments
Goal: Minimize overlaps and gaps of AoP “content segments”
Good
• No gaps or overlaps
•Gaps•Overlaps
Bad
AoP
AoPAoP
AoP
AoP
AoP AoP
AoP
AoP AoP
Example Example SegmentationSegmentation
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 12
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Performance Segments Performance Segments
Goal: Minimize overlaps and gaps of AoP “content segments”
Good
• No gaps or overlaps
•Gaps•Overlaps
Bad
AoP
AoPAoP
AoP
AoP
AoP AoP
AoP
AoP AoP
Example Example SegmentationSegmentationCustomer Contact
Customer Service
Active Listening
Requirements Definition
Conduct Project Meetings with Client
Electrical Engineering
Customer Satisfaction
Design Solution
Oversee Installation
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 13
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Performance Segments Performance Segments
Goal: Minimize overlaps and gaps of AoP “content segments”
Good
• No gaps or overlaps
•Gaps•Overlaps
Bad
AoP
AoPAoP
AoP
AoP
AoP AoP
AoP
AoP AoP
Example Example SegmentationSegmentationProject Planning
Analysis
Design
Development
Pilot Test
Update
Roll Out
Recruiting Support
Special Assignments
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 14
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Processing a GroupProcessing a Group
When identifying AoPs
Start by wastingwasting a flip chart page…and announcing your intent to do so…to rough it out before finalizing
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
Ask for/listen for OutputsOutputs/deliverables/outcomes/results Key performance cyclescycles Natural breaks in work flowbreaks in work flow
Clean-up Minimize gaps/overlaps Sequence AoPs last
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 15
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Do one of the following…Do one of the following…
Example Example __________________________
Example Example __________________________
Example Example __________________________
Postal Delivery Person
Gas Station Attendant
Grocery Store Bagger
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 16
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Another ExampleAnother Example
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
Staff Staff Recruiting, Recruiting, Selection, Selection,
and and TrainingTraining
Staff Staff Recruiting, Recruiting, Selection, Selection,
and and TrainingTraining
A.A.
Work Scheduling
Work Scheduling
B.
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
Progressive Discipline
Progressive Discipline
C.
Store Operations
Store Operations
D.
Customer Service
Customer Service
E.
Inventory Management
Inventory Management
F.
©2002 EPPIC, Inc.
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 17
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Exercise…Exercise…
Segmenting the AoPsSegmenting 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:
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 18
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Exercise…Exercise…
Segmenting the AoPsSegmenting 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:
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 19
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Exercise Debriefing…Exercise Debriefing…
Segmenting the AoPsSegmenting the AoPs
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 21
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Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©2002 EPPIC, Inc.
PM- Performance ModelPM- Performance ModelAreas of Performance (AoPs)Areas of Performance (AoPs)
AoPs segment the performance into chunks
Linear performance chunks Nonlinear performance chunks
Example: Convenient Store
ManagerSim
ple
Example
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 22
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EPPI Analysis Method #2EPPI Analysis Method #2
Performance Model ChartPerformance Model Chart
The Performance Model establishes “mastery The Performance Model establishes “mastery performance” as the benchmark criterionperformance” as the benchmark criterion
Key TasksDescribes the key activities needed to produce the outputs
Roles/ResponsibilitiesClarifies who is typically responsible for performing
the tasks
DeficiencydE=EnvironmentdK=Knowledge/skilldI=Individual
attribute/value
Key Outputs and Metrics or MeasuresDescribes what is produced from doing the job tasks and identifies key performance measures of each output
Typical Performance GapsIdentifies 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 StoresStore ManagementPerformance Model
©2002 EPPIC, Inc.
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =deficiency - EnvironmentdK =deficiency - Knowledge/skilldI =deficiency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
Form Design ©2002 EPPIC, Inc. 4/99 Page 1
A. Staff Recruiting, Selection, and Training
1 = District Manager2 = Store Manager3 = Assistant Manager4 = 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 TasksKey TasksDescribes the key activities needed to produce the outputs
Roles/ResponsibilitiesRoles/ResponsibilitiesClarifies who is typically responsible for performing
the tasks
DeficiencyDeficiencydE=EnvironmentdK=Knowledge/skilldI=Individual
attribute/value
Key Outputs and Key Outputs and Metrics or MeasuresMetrics or MeasuresDescribes what is produced from doing the job tasks and identifies key performance measures of each output
Typical Performance GapsTypical Performance GapsIdentifies any typical ways the output or task does not meet performance standards
Probable Gap Cause(s)Probable Gap Cause(s)Identifies most likely causes
for each typical performance issue/ deficiency
The Most Convenient StoresStore ManagementPerformance Model
©2002 EPPIC, Inc.
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =deficiency - EnvironmentdK =deficiency - Knowledge/skilldI =deficiency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
Form 4/99 Page 1
A. Staff Recruiting, Selection, and Training
1 = District Manager2 = Store Manager3 = Assistant Manager4 = 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: A. Staff Recruiting, Selection, and Training
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/
value
Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk
TypicalPerformance Gaps
The Most Convenient Store
Store Manager
Performance Model
Form Design ©2002 EPPIC, Inc. Page 1
• 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
• New staff hired- Timely- Qualified
continued
• Too few candidates
• Poor choice
• Poor recruiting
• Local economy
• Neglect to check references
• References do not provide key information
dK
dE
dK
dE
Example
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 24
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Analysis Questions Analysis Questions
AoPs and the Performance AoPs and the Performance ModelModel
Performance Data Question(s) to Ask
Areas of Performance What are the major phases or elements of the performance or process?
What are the chunks of the job?
How can we break this performance up into some logical segments (somewhere between five to nine is ideal)?
Outputs Produced •What are the key deliverables/outputs produced within this Area of Performance?•What is left over when you are finished performing the tasks?
Measures •What are the measures/metrics that can be applied to the output?•How can you tell a good output from a bad one?
Standards •What are the standards of acceptable performance given those measures?
Tasks Performed •What are the tasks performed to produce those outputs?
Roles and Responsibilities • Who is involved in this performance? For example, whose task responsibility is it to E = Execute S = Support I = Input to R = Review/give feedback A = Approve/reject
Typical Performance Gaps • Given those measures and standards, where do the performer’s outputs typically fall short in meeting the expectations?
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 25
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EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Analysis Questions Analysis Questions
AoPs and the Performance AoPs and the Performance Model Model -continued-continued
Performance Data Question(s) to Ask
Probable Gap Cause(s)
dE(Environment)
Is the cause of the performance gap due to a lack of environmental supports? Information/data Organizational structure Procedures/policies Tools/equipment Materials Task interference Feedback Consequences
dK(Knowledge/
Skill)
• Is the performance gap caused by a lack of the performer’s knowledge and/or skill?
dI(Individual Attribute/
Value)
• 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?
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 26
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EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Targeting the Gap AnalysisTargeting the Gap Analysis
Quarterly and End of Phase Project ReportingArea of Performance:
Performance Model
Probable Gap Cause(s)
Typical Performance GapsKey TasksdEdKdI
•Key Outputs-Measures
dE = deficiency -Environment dK= deficiency -Knowledge/skill dI = deficiency -Individual attribute/valueCodes: dE = deficiency -Environment dK= deficiency -Knowledge/skill dI = deficiency -Individual attribute/valueCodes: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 report2. Conduct review3. Finalize report
1. Draft report2. Conduct review3. Finalize report
1. Generate XYZ data2. Review and forward1. Generate XYZ data2. Review and forward
• Late
• Incomplete
• Incomplete
• Inaccurate data
dE
dE
dE•Too busy•Too busy
•Required data is unavailable
•Required data is unavailable
•Input is late•Input is late
dK
dE were wrong• Numbers supplied
• Don’t know which components are required
•
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 27
EPPIC Inc.Achieve Peak Performance
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Example…Example…
Performance Model AoPsPerformance Model AoPs
AAA Cabin Attendant - Areas of Performance
Boarding Passengers
Boarding Passengers
Pre-flight Preparations
Pre-flight Preparations
In-flight Services
In-flight Services
Special Services
Special Services
Continuous Developmen
t
Continuous Developmen
t
Post-flight Clean Up
Post-flight Clean Up
“De-Boarding” Passengers
“De-Boarding” Passengers
Emergency Responses
Emergency Responses
A B C D
E F G H
Performance ModelAreas of Performance: B - Boarding Passenger
•Key Outputs -Measures Key Tasks
Roles/ResponsibilitiesTypical Performance
GapsProbable Gap
Cause(s)
dEdKdI1 2 3 4
Passenger Seated & Belted-Safely, per procedures -Correctly-Quickly
Luggage/Carry-Ons stowed-Safely, per procedures -Correctly-Quickly
-Greet passengers-Answer any questions/provide directions and/or assistance-Conduct passenger counts-Check Seat Belts and seat/tray position-Make “pre-take-off” announcement and demo/run announcement video-Prepare cabin for take-off: restroom check, door latches, galley items, etc.
EE
E
E
E
E
SE
S
S
S
S
SS
S
S
S
EE
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 Attendant2= Cabin Attendant3= Associate Cabin Attendant4= Pilot Crew
dE = deficiency – EnvironmentdK = deficiency – Knowledge/skilldI = deficiency – Individual attribute/valuePage 21
E- Execute TaskS- Support Task ExecutionI- Input to effortR-Review and FeedbackA-Approve/Reject
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 29
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Exercise…Exercise…
Performance ModelingPerformance 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:
Performance Model
Summer Job: _______________________Area of Performance: ___________________________________________________________________________
•Key Outputs -Measures Key Tasks
Roles/Responsibilities
Typical Performance Gaps
Probable Gap Cause(s)
dEdKdI1 2 3 4
Codes: 1=2=3=4=
dE = deficiency – EnvironmentdK = deficiency – Knowledge/skilldI = deficiency – Individual attribute/value
Page 21
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EPPIC Inc.Achieve Peak Performance
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Exercise Debriefing…Exercise Debriefing…
Performance ModelingPerformance Modeling
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 32
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Performance ModelingPerformance Modeling
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Area of Performance:
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/
value
Role: 1 =2 =3 =4 =
TypicalPerformance Gaps
TMC StoresPerformance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
TMC Stores Knowledge/ Skill Matrix
Form Design ©1999 C A DDI, Inc . 4/99 Page 1
Codes: Link to Area of PerformanceA =B =C =D =
Link to Area of Performance DepthA/K/S
Knowledge/Skill Category:
K/S Item A B C D E F G
Select/Train S/T
CriticalityH/M/L
VolatilityH/M/L
DifficultyH/M/L
Critic ality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
E = F =G =
Performance Performance ModelsModels
Enabler MatricesEnabler Matrices
Human Asset EnablersHuman Asset Enablers• Knowledge/skills
• Physical Attributes
• Psychological Attributes
• Intellectual Attributes
• Personal Values
Environmental Asset Environmental Asset EnablersEnablers
• Data/information
• Materials/supplies
• Tools/equipment
• Facilities/grounds
• Budget/headcount
• Culture/consequences
Facilitates Facilitates the the
systematic systematic derivation derivation
of of
the Human the Human & &
EnvironmenEnvironmental Asset tal Asset EnablersEnablers
There is Room Here to Put a Two-Line Presentation Title if Needed;Just be Sure to Try to Break it in a Logical Place (if Possible!) ©1999 CADDI, Inc. XXX ### ##/##/## Page 1
TMC Store Manager AoPs
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
There is Room Here to Put a Two-Line Presentation Title if Needed;Just be Sure to Try to Break it in a Logical Place (if Possible!) ©1999 CADDI, Inc. XXX ### ##/##/## Page 1
TMC Store Manager AoPs
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
Payroll, Banking, and
Financial Management
Payroll, Banking, and
Financial Management
G.
StaffRecruiting,Selection,
and Training
StaffRecruiting,Selection,
and Training
WorkScheduling
WorkScheduling
A. B.
ProgressiveDiscipline
ProgressiveDiscipline
StoreOperations
StoreOperations
CustomerService
CustomerService
InventoryManagement
InventoryManagement
TMC StoresStore Manager
PERFORMANCE MODELAreas of Performance
C. D. E.
F.
©1999 CADDI, Inc.
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 33
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
2 Types of Process Enablers2 Types of Process EnablersHuman Human andand Environmental Environmental
Knowle
dge/
Skill
sAtt
ribu
tes/
Value
s
L
C
S
Human Asset Enablers
Environmental Asset Enablers
(Psy
chol
ogical
,
Phys
ical
,
Inte
llect
ual)
Data &
Information
Faciliti
esM
achinery, Equipment, &
Tools
Materials &
Supplies
Consequence
s$$$
© 2002 EPPIC , Inc.
L
C
S
L
C
S
EPPI - Tier 3 View
Process Map View Performance Model ViewArea of Performance:
Key
Outputs
Key
Tasks
Roles/Responsibilities
1 2 3 4 5
Typical
Perf . Gaps
Prob. Gap
Cause
dE
dK
dI
Role:
<=
Role
1Role
2Role
3Role
4Role
5
Process Map View Performance Model ViewArea 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
1Role
2Role
3Role
4Role
5
Role
1Role
2Role
3Role
4Role
5
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 34
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Analysis SetsAnalysis Sets
Human Enablers• Enabling Knowledge/Skills• Enabling Intellectual
Attributes• Enabling Psychological
Attributes• Enabling Physical Attributes• Enabling Values
Environmental Enablers• Data/Information• Materials/Supplies• Tools/Equipment• Facilities/Grounds• Budget/Headcount• Culture/Consequences
Process Performance• Areas of Performance
• Performance Model data
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 35
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EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Knowledge/Skill Matrices
Category: Records/ReportsCategory: Tools/Equipment
Category: XYZCategory: ABC
* Plus the knowledge/skill of performance outputs and tasks and roles/responsibilities from the Performance Model
1.Company Policies/Procedures/Practices/Guidelines2.Laws, Regulations, Codes, Agreements, and Contracts3.Industry Standards4.Internal Organizations and Resources5.External Organizations and Resources6.Marketplace Knowledge7.Product/Service Knowledge8.Process Knowledge9.Records, Reports, Documents, and Forms10. Materials and Supplies11. Tools/Equipment/Machinery12. Computer Systems/Software/Hardware13. Personal/Interpersonal14. Management/Supervisory15. Business Knowledge and Skills16. Professional/Technical17. Functional Specific
©2002 EPPIC, Inc.
Human Asset RequirementsHuman Asset Requirements Knowledge/Skill Knowledge/Skill Categories*Categories*
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Attribute/ValueMatrices
Category: PsychologicalCategory: Physical
Category: XYZCategory: ABC 18. Psychological Attributes
19. Physical Attributes20. Intellectual Attributes21. Values
©2002 EPPIC, Inc.
Human Asset RequirementsHuman Asset Requirements
Attribute/Value CategoriesAttribute/Value Categories
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 37
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EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Human Asset Enablers – Human Asset Enablers – Knowledge/Skill MatrixKnowledge/Skill Matrix
AoP AoP LinkLinkIdentifies the segment of the job where the knowledge or skill enables performance
K/S ItemK/S ItemIdentifies the discrete knowledge or skill item
DepthDepthThe level to which any training & development needs to go
VolatilityVolatilityRanks how often and significantly the knowledge or skill will change
DifficultyDifficultyRanks how difficult
the item is to learn
CriticalityCriticalityRanks the relationship between having the knowledge or skill and performance mastery
Select/TrainSelect/TrainDenotes whether the item is a selection criteria/ condition or needs to be covered in training & development
GFEDCBADepthA/K/S
Volatility H/M/L
DifficultyH/M/L
Criticality H/M/L
Select/TrainS/T
Link to Area of Performance
K/S Item
Knowledge/Skill Category:
GFEDCBADepthA/K/S
Volatility H/M/L
DifficultyH/M/L
Criticality H/M/L
Select/TrainS/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/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
Codes: Link to Area of Performance
Form Design ©2002 EPPIC, Inc.
AoP AoP LinkLinkIdentifies the segment of the job where the knowledge or skill enables performance
K/S ItemK/S ItemIdentifies the discrete knowledge or skill item
DepthDepthThe level to which any training & development needs to go
VolatilityVolatilityRanks how often and significantly the knowledge or skill will change
DifficultyDifficultyRanks how difficult
the item is to learn
CriticalityCriticalityRanks the relationship between having the knowledge or skill and performance mastery
Select/TrainSelect/TrainDenotes whether the item is a selection criteria/ condition or needs to be covered in training & development
GFEDCBADepthA/K/S
Volatility H/M/L
DifficultyH/M/L
Criticality H/M/L
Select/TrainS/T
Link to Area of Performance
K/S Item
Knowledge/Skill Category:
GFEDCBADepthA/K/S
Volatility H/M/L
DifficultyH/M/L
Criticality H/M/L
Select/TrainS/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/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
Codes: Link to Area of Performance
GFEDCBADepthA/K/SGFEDCBADepthA/K/S
Volatility H/M/L
DifficultyH/M/L
Criticality H/M/L
Select/TrainS/T
Link to Area of Performance
K/S Item
Knowledge/Skill Category:
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 38
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Existing Provisioning Systems Existing Provisioning Systems AssessmentAssessment
Performance and Human & Environmental Asset Requirements of the Targeted Performance
Provides the Shopping Criteriafor Assessment of the “Fit to Need”
Assess the Existing Systems’ “Outputs as Inputs” to the Targets
The Most Convenient StoresStore Manager
Knowledge/Skill Matrix
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Codes: Link to Area of PerformanceA =Staff Recruiting, Selection,
and TrainingB =Scheduling and PayrollC =Progressive DisciplineD =Store Operations
Link to Area of Performance DepthA/K/S
Knowledge/Skill Category: 1. Company Policies/Procedures
K/S Item A B C D E F G
Select/Train S/T
CriticalityH/M/L
VolatilityH/M/L
DifficultyH/M/L
Criticality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
E = Customer ServiceF = Inventory ManagementG =Banking and Financial
Management
•EEO
•Affirmative action
•Vacation and day-offpolicy
•Discipline policy
•Suspension procedure
•Store hours policy
•Credit card salesprocedure
•New hire orientationprocedure
X
X
X
X
X
X
X X X
X
X
X X X X
X X
X
T
T
T
T
T
T
T
T
H
H
H
H
H
H
H
L
M
M
M
H
L
L
L
L
L
L
L
L
L
L
L
L
K
K
K
K
K
K
K
K
Area of Performance: A. Staff Recruiting, Selection, and Training
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/
value
Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk
TypicalPerformance Gaps
The Most Convenient StoreStore Manager
Performance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
• Identify need foradditional staff andcomplete internalpaperwork
•Create and place localads
•Select candidates forinterviewing
• Interview and selectcandidates for offer
•Make hiring offer(s)
•Complete paperwork tofill the position
• New staff hired- Timely- Qualified
•Too fewcandidates
•Poor choice
•Poor recruiting
•Local economy
•Neglect tocheck references
•References donot provide keyinformation
dK
dE
dK
dE
Perf
orm
an
ce R
eq
uir
em
en
tsEn
ab
ler
Req
uir
em
en
ts
* From functions/systems such as
•Recruiting systems, processes, and instruments
•Job descriptions•Etc.
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 39
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Existing Systems Assessment - Existing Systems Assessment - ESAESA
EAM Systems EAM Systems & Processes& Processes
Data & Information Systems
Materials & Supplies Systems
Tools & Equipment Systems
Facilities & Grounds Systems
Financial Systems
Culture &Consequence
Systems
HAM Systems & HAM Systems & ProcessesProcesses
Organization & Job Redesign Systems
Staffing & Succession Planning Systems
Recruiting & Selection Systems
Training & Development
SystemsPerformance Appraisal &
Management Systems
Compensation & Benefits Systems
Reward & Recognition Systems
Primary Delivery MethodPrimary Delivery MethodPrimary methods/media used in the training
Special Requirements for Special Requirements for DeliveryDelivery
Identifies anything about the training that limits its capacity,
delivery, location, etc.
ProviderProviderResource responsible for delivery (may be internal or external)
Related Process(Related Process(eses), Areas of ), Areas of Performance, or TasksPerformance, or TasksIdentify job performances addressed by the training (see the Performance Model)
Course Owner/ContactCourse Owner/ContactInternal resource for registration
and/or information
Enabling Knowledge/Skill ItemsEnabling Knowledge/Skill ItemsIdentifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix)
Use as SourceUse as SourceIndicates initial decision
regarding use of this training in the Development/Acquisition Phase
TMC Stores
Number: Title: Provider:
Course Description
Primary Delivery Method:
GP –Group-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Assessment
Form ©2002 EPPIC, Inc.REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1
TMC Stores
Number: Title: Provider:
Course Description
Primary Delivery Method:
GP –Group-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Existing Materials
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1
Interviewing Skills10342
Current Target AudienceCurrent Target AudiencePrimary audience groups to which the training is delivered
Primary Delivery MethodPrimary Delivery MethodPrimary methods/media used in the training
Special Requirements for Special Requirements for DeliveryDelivery
Identifies anything about the training that limits its capacity,
delivery, location, etc.
ProviderProviderResource responsible for delivery (may be internal or external)
Related Process(Related Process(eses), Areas of ), Areas of Performance, or TasksPerformance, or TasksIdentify job performances addressed by the training (see the Performance Model)
Course Owner/ContactCourse Owner/ContactInternal resource for registration
and/or information
Enabling Knowledge/Skill ItemsEnabling Knowledge/Skill ItemsIdentifies supporting knowledge/skill items addressed by the training (see the Knowledge/Skill Matrix)
Use as SourceUse as SourceIndicates 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-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Assessment
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1
TMC Stores
Number: Title: Provider:
Course Description
Primary Delivery Method:
GP –Group-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Existing Materials
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1
Interviewing Skills10342
TMC Stores
Number: Title: Provider:
Course Description
Primary Delivery Method:
GP –Group-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Assessment
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/99 Page 1
TMC Stores
Number: Title: Provider:
Course Description
Primary Delivery Method:
GP –Group-pacedClassroom
Lab
1-1 –One-on-oneS-OJT (training)
U-OJT
SP –Self-pacedReadings/ExercisesWeb Site Pages
CBTVideotape
Other
Special Requirements for Delivery
Equipment
FacilityInstructor
License RequirementOther
Yes No
Course Fit AssessmentRelated Process(es), Area(s) of Performance, orTasks
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:
> 2010 –20
< 10Other
Depth/Level:
AwarenessKnowledge
Skill (EDP No.______)Current Target Audience:
All engineersOtherOther
Course Owner/Contact:
Copyright Owner:
Licensing Agreement:
Phone:
Length:
Hrs. Pgs
Schedule/Frequency:
Existing Materials
REPRODUCTION WITHOUT WRITTEN AUTHORIZATION IS STRICTLY PROHIBITED v.1 4/02 Page 1
Interviewing Skills10342
Existing SystemsAssessment
ESA OutputProvisioning System Targets for Assessment
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 40
EPPIC Inc.Achieve Peak Performance
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Exercise…Exercise…
Selecting Enabler Selecting Enabler CategoriesCategories
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
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EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
EPPI Enabler CategoriesEPPI Enabler Categories
1. Company Policies/ Procedures/ Practices/ Guidelines
2. Laws/ Regulations/ Codes/ Agreements/ Contracts
3. Industry Standards4. Internal Organizations and
Resources5. External Organizations and
Resources6. Marketplace Knowledge7. Product/Service Knowledge8. Process Knowledge9. Records, Reports, Documents, and
Forms10. Materials and Supplies11. Tools/Equipment/Machinery12. Computer
Systems/Software/Hardware13. Personal/Interpersonal14. Management/Supervisory15. General and Specific Business16. Professional/Technical17. Functional Specific
18.Psychological Attributes19. Physical Attributes20. Intellectual Attributes21. Values22. Data/Information23. Materials/Supplies24. Tools/Equipment25. 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___________________
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 42
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Exercise Debriefing…Exercise Debriefing…
Selecting Enabler Selecting Enabler CategoriesCategories
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 44
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Systematically Deriving Systematically Deriving EnablersEnablers
K/S Category: 4K/S Item Link to AoP Crit Diff Vol De
p
K/S Category: 3K/S Item Link to AoP CritDiff Vol De
p
K/S Category: 2K/S Item Link to AoP CritDiff Vol De
p
K/S Category: 1K/S Item Link to AoP Crit Diff Vol De
p
AoP G
AoP F
AoP E
AoP D
AoP C
AoP B
AoP A
AoP
A B C D
E F G
Performance ModelPerformance Model
Knowledge/Skill MatricesKnowledge/Skill Matrices
Step 1Step 1:: Identify and link to AoP
Step 2Step 2:: Remaining columns (Criticality, Difficulty, Volatility, Depth)
1.A 1.B 1.C 1.D
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 45
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
K/S - Enabler Matrices K/S - Enabler Matrices ExampleExample
K/S ItemK/S ItemIdentifies the knowledge or skillAoP LinkAoP LinkIdentifies the portion of the job/function where know-ledge or skill is needed
CriticalityCriticalityRank high, medium, low (H, M, L) the relationship between having the knowledge or skill and successful performance
VolatilityVolatilityRanks how often and significantly knowledge or skill will change
DifficultyDifficultyRanks how difficult the item is to learn/teach
Select/TrainSelect/TrainDenotes whether the item is a selection criteria/ condition or should be addressed by training
DepthDepthThe deepest level of knowledge or skill the training should provide
Knowledge/Skill Matrix
K/S Category: Link to Area of Performance Select
/Train
VolatilityK/S ItemALL A B C D E F G H
DifficultyH/M/L H/M/L
DepthA/K/S
CriticalityH/M/L
The ABC Company[Target Audience(s)]
Form Design 2002 EPPIC, Inc. Page 1
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 46
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Analysis QuestionsAnalysis Questions Enabler Matrices Enabler Matrices -K/S Asset -K/S Asset VersionVersion
Knowledge/Skill Data Question(s) to Ask
Item and Link to Performance Model’s AoPs
(For new items): To perform [insert AoP], which [insert K/S category] knowledge/skills do you need?
(For items identified earlier): Would you need [insert item] to perform [insert name of next AoP]?
S/T: Select/Train •Can someone get this job/role without this K/S? (If “yes,” then “T”)
CriticalityH — M — L
•How critical is this knowledge/skill to the overall performance?– High – Medium – Low
Learning DifficultyH — M — L
•How difficult will it be for the learner to acquire this knowledge/skill?– High – Medium – Low
Content VolatilityH — M — L
•How often would training on this K/S need to be revised?– High – Medium – Low
Depth of Coverage RequiredA — K — S
• How far must the training content go in addressing this knowledge/skill item? A = Awareness level K = Knowledge level S = Skill level
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 47
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Exercise…Exercise…
Systematically Deriving the Systematically Deriving the EnablersEnablers
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
Enabler: K/S Matrix
Form Design ©2002 EPPIC, Inc. Page 1
Codes: Link to Area of Performance
Link to Area of Performance DepthA/K/S
Enabler: K/S Category # -
K/S Item A B C D E F G
Select/Train
S/TCriticality
H/M/LVolatility
H/M/LDifficulty
H/M/L
Criticality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
Page 1
Codes: Link to Area of Performance
Link to Area of Performance DepthA/K/SK/S Item A B C D E F G
Select/Train
S/TCriticality
H/M/LVolatility
H/M/LDifficulty
H/M/L
Criticality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 49
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Exercise Debriefing… Exercise Debriefing…
Systematically Deriving the Systematically Deriving the EnablersEnablers
The Big Picture of EPPIThe Big Picture of EPPIEnterprise Process Performance ImprovementEnterprise Process Performance Improvement
2- The Human Asset Enablers2- The Human Asset Enablers
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
Awareness, knowledge, skillsPhysical attributesPsychological attributes Intellectual attributesValues
What is required depends on both the performance requirements and the environmental supports available
3- The Environmental Asset Enablers3- The Environmental Asset Enablers
The environment provides several types of enabling assets for the humans to use while performing the job; these include
Data/InformationMaterials/SuppliesTools/EquipmentFacilities/GroundsBudget/HeadcountCulture/Consequences
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
Lead
ers
hi
p
Syste
ms
&
Pro
cesses
Co
re
Syste
ms
&
Pro
cesses
Su
pp
ort
S
yste
ms
&
Pro
cesses
Attributes/Values
Knowledge/Skills
Human Asset Requirements
Environmental Asset Requirements
Facilities/Grounds
Tools/Equipment
Materials/Supplies
Data/Information
Budget/Headcount
Culture/Consequences
Role
1
Process Map View Performance Model View
Area of Performance:
KeyOutputs
KeyTasks
Roles/Responsibilities
1 2 3 4 5
TypicalPerf. Gaps
Prob. GapCause
dEdKdI
Role:
Area of Performance:
KeyOutputs
KeyTasks
Roles/Responsibilities
1 2 3 4 5
TypicalPerf. Gaps
Prob. GapCause
dEdKdI
Role:
Role
2Role
3Role
4Role
5
<=
1- The Process 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
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 51
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
HAM Systems & HAM Systems & ProcessesProcessesOrganization & Job Redesign
Systems
Staffing & Succession Planning Systems
Recruiting & Selection Systems
Training & Development
Systems
Performance Appraisal &
Management Systems
Compensation & Benefits Systems
Reward & Recognition
Systems
EAM Systems & ProcessesEAM Systems & Processes
Information & Data Systems
Materials & Supplies Systems
Tools & Equipment Systems
Financial Systems
Facilities & Grounds Systems
Culture &Consequence
Systems
Performance and Human & Environmental Asset Requirements of the Targeted Performance
Provides the Criteriafor Assessment of the “Fit to Need” or for the “fixes” of the processes and outputs of the Enterprise’s HAMS and EAMS
The Most Convenient StoresStore Manager
Knowledge/Skill Matrix
Form Design ©1999 CADDI, Inc. 4/99 Page 1
Codes: Link to Area of PerformanceA =Staff Recruiting, Selection,
and TrainingB =Scheduling and PayrollC =Progressive DisciplineD =Store Operations
Link to Area of Performance DepthA/K/S
Knowledge/Skill Category: 1. Company Policies/Procedures
K/S Item A B C D E F G
Select/Train S/T
CriticalityH/M/L
VolatilityH/M/L
DifficultyH/M/L
Criticality/Difficulty/VolatilityH = HighM = MediumL = Low
Depth of CoverageA = AwarenessK = KnowledgeS = Skill
E = Customer ServiceF = Inventory ManagementG =Banking and Financial
Management
•EEO
•Affirmative action
•Vacation and day-offpolicy
•Discipline policy
•Suspension procedure
•Store hours policy
•Credit card salesprocedure
•New hire orientationprocedure
X
X
X
X
X
X
X X X
X
X
X X X X
X X
X
T
T
T
T
T
T
T
T
H
H
H
H
H
H
H
L
M
M
M
H
L
L
L
L
L
L
L
L
L
L
L
L
K
K
K
K
K
K
K
K
Area of Performance: A. Staff Recruiting, Selection, and Training
• Key Outputs- Measures Key Tasks
Probable GapCause(s)
dEdKdI
Roles/Responsibilities
1 2 3 4
dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/
value
Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk
TypicalPerformance Gaps
The Most Convenient StoreStore Manager
Performance Model
Form Design ©1999 CADDI, Inc. 4/99 Page 1
• Identify need foradditional staff andcomplete internalpaperwork
•Create and place localads
•Select candidates forinterviewing
• Interview and selectcandidates for offer
•Make hiring offer(s)
•Complete paperwork tofill the position
• New staff hired- Timely- Qualified
•Too fewcandidates
•Poor choice
•Poor recruiting
•Local economy
•Neglect tocheck references
•References donot provide keyinformation
dK
dE
dK
dE
Perf
orm
an
ce R
eq
uir
em
en
tsEn
ab
ler
Req
uir
em
en
ts
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 52
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Key Expertise RequiredKey Expertise Required
Facilitator
- Group Facilitation
- Instructional Design (or “other intervention” design and its input requirements)
Analysis Team
- Performance Mastery
- Communications skills
- Interpersonal skills
ISPI 2006 Spring Conference - Modeling Mastery Performance & Systematically Deriving the Enablers ©2006 EPPIC, Inc. and Guy W. Wallace All Rights Reserved April 2006 E-04 7-2006 Page 53
EPPIC Inc.Achieve Peak Performance
EPPIC Inc.EPPIC Inc.Achieve Peak Performance
Additional Additional References/ResourcesReferences/Resources
EPPI White Paper and Presentation Performance Modeling & Human Asset
Enabler Analysis Lean-ISD via the PACT Processes for
Training & Development Lean-ISD White Paper PACT Facilitation How to Build a Training System That
Won’t Burn Down The Training Factor of the Quality
Equation Technology Transfer Using the PACT
Processes for T&D Balancing Conflicting Stakeholder
Requirements Continuous Improvement and Training Managing Human Assets Using a Group Process to Create Models
and Matrices
see Resources Tab at
www.eppic.biz
“Gopher” more at eppic.biz