processes

Understand processes such as change, design, development, and learning

Process Improvement Roadmap (PIR) Job Aid

Performance Technology Makeover Report (and Job Aid)

Reflection

My EDTEC 685 Performance Technology (PT) makeover assignment was one of my most enjoyable assignments in the EDTEC program. I got to apply the skills acquired in two EDTEC semesters to a former project that really needed a PT makeover! I chose a past project involving my leadership in a rollout of a new Coast Guard unit wide initiative in process management improvement. The job aid I designed is currently in use at my former unit. I later added a short Captivate tutorial to help transfer key learning points.

In understanding processes, including my former rollout and my PT makeover, I learned the value of performing analysis in describing how a system works and identifying drivers and barriers. As Dr. Rossett described in class, analysis identifies the current actuals and more important the intended optimals. I used several tools initially. First, I used Mager and Pipe ’s (1999) Performance Analysis Flow Diagram to evaluate individual performance problems. Second, I analyzed drivers and barriers to optimal performance in relation to skills and knowledge, environment, incentives and motivation. Finally, I asked myself what would greatness look like? I realize now that because I did not address the drivers affecting performance, my program rollout was flawed to begin with. In my makeover, I targeted skills and knowledge, and designed a job aid to help process managers evaluate and target processes for improvement. The job aid helps process managers see their ability to enact small but progressive and beneficial process changes.

I had trouble limiting my analysis to 500 words and picking which solution system to develop. I resolved my problems by focusing on what I felt as a Performance Technologist would be the most beneficial solution systems and then briefly describe those solutions. I concentrated on learning opportunities centered on increased safety and better service, and ways to to increase skills and knowledge by use of job aids, and mentoring. My improvement strategies were largely inspired by strategies of deploying active support and defining outcomes in business terms; ideas I gained from reading The Six Disciplines of Breakthrough Learning (Wick, Pollack, Jefferson, Flanagan, 2006).

I enjoyed the opportunity to evaluate myself on a former project and to see first hand how I could apply EDTEC skills to the Coast Guard everyday workplace. My brief analysis pointed to numerous opportunities for climate incentives, blended learning, and tie in to knowledge management strategies to capture competencies and best practices. I learned overall from this project that I can apply in the future analysis in understanding change, learning, and design processes. In fact, all of these processes came together when I developed my job aid. I had to incorporate design concern issues and analyze if the job aid is helpful or just another barrier or unnecessary change because it was to long or not authentic.

In conclusion, my project increased my confidence in conducting fast and effective analysis applied to the Coast Guard environment. I recognize the roles of a variety of training and non-training performance support to improve unit results. I took my process improvement one step further by adding a Captivate tutorial to help explain the job aid. As Dr. Rossett mentioned in class, if people could remember everything, then performance support would not be necessary.

References

Mager, R. F. & Pipe, P. (1983). Analyzing performance problems. Atlanta, GA: CEP
Press.

Wick, C., Pollock, R., Jefferson, A., & Flanagan, R. (2006). The six disciplines of breakthrough learning. San Francisco: Pfeiffer.

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