Modeling Mastery Performance

EPPIC Inc.Achieve Peak Performance

EPPIC Inc.EPPIC Inc.Achieve Peak Performance

www.eppic.biz

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



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




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




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




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




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




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



Key

Outputs

Key

Tasks


1 2 3 4 5

Typical

Perf . Gaps

Prob. Gap

Cause

dE

dK

dI

Role:


Key

Outputs

Key

Tasks


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




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


1 2 3 4 5

Typical

Perf . Gaps

Prob. Gap

Cause

dE

dK

dI

Role:

<=

Role

1Role

2Role

3Role

4Role

5


Key

Outputs

Key

Tasks


1 2 3 4 5

Typical

Perf . Gaps

Prob. Gap

Cause

dE

dK

dI

Role:


Key

Outputs

Key

Tasks


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




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




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



G.

StaffRecruiting,Selection,

and Training


and Training

WorkScheduling

WorkScheduling

A. B.

ProgressiveDiscipline


StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement

TMC StoresStore Manager

PERFORMANCE MODELAreas of Performance

C. D. E.

F.

©1999 CADDI, Inc.

ExampleExampleAoPs





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

ExampleExampleAoPs





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.Payroll,

Banking, and Financial

Management



G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©2002 EPPIC, Inc.




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




Performance Segments Performance Segments


Good


•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




Performance Segments Performance Segments


Good


•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




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




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




Another ExampleAnother Example





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.



Progressive Discipline

Progressive Discipline

C.

Store Operations

Store Operations

D.

Customer Service

Customer Service

E.

Inventory Management

Inventory Management

F.

©2002 EPPIC, Inc.




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:






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:




Exercise Debriefing…Exercise Debriefing…









G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



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




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.


• Key Outputs- Measures Key Tasks

Probable GapCause(s)

dEdKdI


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.




dEdKdI


1 2 3 4

dE =deficiency - EnvironmentdK =deficiency - Knowledge/skilldI =deficiency - Individual attribute/

value

Role: 1 =2 =3 =4 =


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


•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



dEdKdI


1 2 3 4

dE = deficiency - EnvironmentdK = deficiency - Knowledge/skilldI = deficiency - Individual attribute/

value

Role: 1 = District Manager2 = Store Manager3 = Assistant Manager4 = Clerk


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




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?




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?




Targeting the Gap AnalysisTargeting the Gap Analysis

Quarterly and End of Phase Project ReportingArea of Performance:

Performance Model


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

•




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





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


Performance Model

Summer Job: _______________________Area of Performance: ___________________________________________________________________________

•Key Outputs -Measures Key Tasks


Typical Performance Gaps


dEdKdI1 2 3 4

Codes: 1=2=3=4=

dE = deficiency – EnvironmentdK = deficiency – Knowledge/skilldI = deficiency – Individual attribute/value

Page 21








dEdKdI


1 2 3 4

dE =defic iency - EnvironmentdK =defic iency - Knowledge/skilldI =defic iency - Individual attribute/

value

Role: 1 =2 =3 =4 =


TMC StoresPerformance Model

Form Design ©1999 CADDI, Inc. 4/99 Page 1




dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =







dEdKdI


1 2 3 4


value

Role: 1 =2 =3 =4 =




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





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



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





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©1999 CADDI, Inc.





G.


and Training


and Training

WorkScheduling

WorkScheduling

A. B.



StoreOperations

StoreOperations

CustomerService

CustomerService

InventoryManagement

InventoryManagement



C. D. E.

F.

©1999 CADDI, Inc.




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


(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


Key

Outputs

Key

Tasks


1 2 3 4 5

Typical

Perf . Gaps

Prob. Gap

Cause

dE

dK

dI

Role:

<=

Role

1Role

2Role

3Role

4Role

5


Key

Outputs

Key

Tasks


1 2 3 4 5

Typical

Perf . Gaps

Prob. Gap

Cause

dE

dK

dI

Role:


Key

Outputs

Key

Tasks


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




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




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*




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




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


GFEDCBADepthA/K/S

Volatility H/M/L

DifficultyH/M/L

Criticality H/M/L

Select/TrainS/T


K/S Item


<Company/Client Name><Audience>

Knowledge/Skill Matrix

A =B =C= D=

E =F = G=

Criticality/Difficulty/VolatilityH = HighM = MediumL = Low


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


K/S Item


GFEDCBADepthA/K/S

Volatility H/M/L

DifficultyH/M/L

Criticality H/M/L

Select/TrainS/T


K/S Item


<Company/Client Name><Audience>


A =B =C= D=

E =F = G=




GFEDCBADepthA/K/SGFEDCBADepthA/K/S

Volatility H/M/L

DifficultyH/M/L

Criticality H/M/L

Select/TrainS/T


K/S Item





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



Codes: Link to Area of PerformanceA =Staff Recruiting, Selection,

and TrainingB =Scheduling and PayrollC =Progressive DisciplineD =Store Operations


Knowledge/Skill Category: 1. Company Policies/Procedures


Select/Train S/T

CriticalityH/M/L

VolatilityH/M/L

DifficultyH/M/L



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




dEdKdI


1 2 3 4


value



The Most Convenient StoreStore Manager

Performance Model


• Identify need foradditional staff andcomplete internalpaperwork

•Create and place localads

•Select candidates forinterviewing

• Interview and selectcandidates for offer


•Complete paperwork tofill the position


•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.




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


Course Description



Lab


U-OJT


CBTVideotape

Other


Equipment

FacilityInstructor


Yes No




Do not use


Notes:


Class Size:

> 2010 –20

< 10Other

Depth/Level:

AwarenessKnowledge




Copyright Owner:


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


Course Description



Lab


U-OJT


CBTVideotape

Other


Equipment

FacilityInstructor


Yes No




Do not use


Notes:


Class Size:

> 2010 –20

< 10Other

Depth/Level:

AwarenessKnowledge




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Assessment


TMC Stores


Course Description



Lab


U-OJT


CBTVideotape

Other


Equipment

FacilityInstructor


Yes No




Do not use


Notes:


Class Size:

> 2010 –20

< 10Other

Depth/Level:

AwarenessKnowledge




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Existing Materials



TMC Stores


Course Description



Lab


U-OJT


CBTVideotape

Other


Equipment

FacilityInstructor


Yes No




Do not use


Notes:


Class Size:

> 2010 –20

< 10Other

Depth/Level:

AwarenessKnowledge




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Assessment


TMC Stores


Course Description



Lab


U-OJT


CBTVideotape

Other


Equipment

FacilityInstructor


Yes No




Do not use


Notes:


Class Size:

> 2010 –20

< 10Other

Depth/Level:

AwarenessKnowledge




Copyright Owner:


Phone:

Length:

Hrs. Pgs

Schedule/Frequency:

Existing Materials



Existing SystemsAssessment

ESA OutputProvisioning System Targets for Assessment





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


3




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


Additional sub and sub-sub-categories can be created for each of the above

Projects: 1________________ 2_________________ 3___________________





Selecting Enabler Selecting Enabler CategoriesCategories




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




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


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




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





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


6

Enabler: K/S Matrix

Form Design ©2002 EPPIC, Inc. Page 1



Enabler: K/S Category # -


Select/Train

S/TCriticality

H/M/LVolatility

H/M/LDifficulty

H/M/L



Page 1


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






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



KeyOutputs

KeyTasks


1 2 3 4 5

TypicalPerf. Gaps

Prob. GapCause

dEdKdI

Role:


KeyOutputs

KeyTasks


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




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



Codes: Link to Area of PerformanceA =Staff Recruiting, Selection,

and TrainingB =Scheduling and PayrollC =Progressive DisciplineD =Store Operations


Knowledge/Skill Category: 1. Company Policies/Procedures


Select/Train S/T

CriticalityH/M/L

VolatilityH/M/L

DifficultyH/M/L



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




dEdKdI


1 2 3 4


value



The Most Convenient StoreStore Manager

Performance Model


• Identify need foradditional staff andcomplete internalpaperwork

•Create and place localads

•Select candidates forinterviewing

• Interview and selectcandidates for offer


•Complete paperwork tofill the position


•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




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




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

Modeling Mastery Performance

Business

Transcript of Modeling Mastery Performance