Page 47 - Making Instruction Work

chap 4 3/4/97 4:56 PM Page 35

performance analysis 35

If so, and if the skill is used often, then feedback is likely to
be the remedy (they aren’t performing as expected because
they aren’t getting any information about how well they’re
doing).

If the skill is not used often, then review and practice,
and/or provide performance (job) aids (e.g., checklists,
color coding, interlocks, etc.).

11. Check whether there are obstacles getting in the way of the
performer (e.g., they don’t have the authority to do what’s
expected of them, resources aren’t available when they’re
needed, etc.). If so, you’ve detected another source of the
problem.

12. If you are dealing with a genuine skill deficiency, and the
performers never did know how to do it in the past, then
explore whether the task(s) can be simplified—made eas-
ier. This can often be accomplished by changing the task
itself or by supplying checklists, procedures, diagrams,
manuals, color coding, etc., to aid the performer.

13. If the problem persists, determine whether the performer
has the potential to learn to perform as desired. If not,
then you’ll need to replace the performer with someone
more likely to succeed.

14. If the performer does have the potential to learn what’s
needed, then consider instruction as a solution.

15. If you’re doing a complete performance analysis, that is,
going through all the steps without stopping to apply
solutions, then you’re ready to sort through the solutions
and select those that will be most appropriate and cost-
effective. During the analysis you will have identified