Week 4: TNA Analyses

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Week 4 TNA Analyses

• James Marshall
• San Diego State University
• EDTEC 540

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Analysis Review

• The four kinds of drivers? What are they?
• The driver that would be represented by a zoo
  landscaper who says shes confused about how to
  tell when the snipper blade needs changing?
  Lets presume shes telling the truth.
• The district superintendent asks you to work to
  work to reduce unpleasant student incidents
  outside middle schools. Sources? What kinds of
  questions would get you to the target gaps? Can
  you frame up some of those queries?
• The audience is teachers. The topic is
  appreciation for diversity. How could the
  various analyses help you handle this slippery
  and important topic?

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What are Goals?
the opposite of the need a general statement of
purpose, direction where we're going ap
preciate how word processors help
understand the workings of a widget know how
to clean a mouse be safety conscious
GOALS E.G.'s
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Goals Good and Bad
DEFINITION PROBLEMS WITH GOALS WH
EN TO
USE GOAL ANALYSIS
A statement describing a broad or
abstract intent, state, or condition
What does it mean? It's easy to hide behind t
he mush. How will we know when we achieve it? We
can't be accountable, if unspecified.
1. On the way to objectives 2. To rally sup
port 3. To keep your eyes on the ball
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Goal Analysis
PURPOSES
To define the intangible and move towards
objectives To gain consensus from sources
To provide direction To identify the main p
erformances that comprise the meaning of the go
al To serve as the details for planning and
evaluation
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Goal Analysis
PURPOSE
Changing abstractions into observables
OPTIMAL PERFORMANCES
GOALS
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Goal Analysis Step One
WRITE DOWN THE FUZZY GOAL
Any form is acceptable Makes political sense
Talk about ends, not means
know how VCR's work appreciate RAP music und
erstand budget deficit
study the workings of VCR's attend a RAP concer
t or two
interview Gov. Davis in depth
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Step Two
Write down everything someone would have to
say or do for you to agree he or she represents
achievement of the goal.
Write down everything you can think of.
Get it down, then get it good. Probably the h
ardest step.
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To get performances listed, ask the following
questions.
What will I take as evidence that my goal has
been achieved? How will a person know a goal ac
hiever when he or she sees one? Think of some
one who is one and write down
why you think so-- focus on visible behavior
thatindicates the presence of the goal.
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Turn Fuzzy Abstractions into Tangibilities

• Is there a single behavior or class of behaviors
  that will indicate the presence of the alleged
  performance, about which there would be
  agreement?
• The answer Indicator Behaviors

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Step Three
Imagine a room where the opposite of the goal
exists. These people are the opposite of the
goal.What are they doing, saying, not doing, not
saying? Jot down the words and phrases that ma
ke you think that these people and this
place embody the characteristics that arethe
opposite of the goal.
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Step Four
SORT THE ITEMS FROM LIST TWO AND THREE
Delete duplications Group similar items Chec
k for lingering "fuzzies"
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Step Five
CREATE A FRESH, TANGIBLE AND CLEAR LIST.
WRITE A COMPLETE SENTENCE TO DESCRIBE EACH OF T
HE ITEMS ON YOUR FINAL LIST

Purpose is to put limits or boundaries on
performances. Describe acceptable nature, quali
ty, or amount. Tells who, what, and how well
If you write it, we should be able to agree as
to presence or absence.
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Step Six

• Look at the list. If the statements or
  indicators are achieved, are you willing to say
  the goal is achieved?
  
• If No, what else must be added?

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Summary

• Step One Write it down, in general
• Step Two Specify tangible attributes of
  those
  
• who manifest the goal
• Step Three Specify the opposite of the
  goal in
  
• detail
• Step Four Combine the results of steps
  2 3,
  
• adding and pruning to
  represent the
  
• goal
• Step Five Create a complete list
• Step Six Can you live with this
  list? Does it
  
• represent the goal?

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Practice

• 1. Problem graduate students all too often go
  off on job interviews without sufficient
  preparation to speak intelligently and
  specifically to the people who are interviewing
  them, according to employers.
• Goal graduate students will be ready for job
  interviews with specific companies

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Task Analysis
Purposes
Breaks down a task to find out what it is
Identifies how a job or task is well done Exa
mines relationship between all the parts
of doing a job-- from tools, to conditions, to
order of activity.
Task analysis details optimals (when
observingwater walkers). Occasionally used to
detail actuals, when sources are randomly
chosen. Typically a source of optimals.
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Task Analysis Methods
most common most time consuming not useful for m
ental effort-- content analysis
disrupts task (sometimes) distinguish between s
ources for optimals actuals expands on wha
t you see requires good interpersonal skills con
sult with SME's heres the content or SM analysis
, partner to TA
Observations
Interviews
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Observations in a Task Analysis
Use when
Job is mostly manual, as in the zoo
clippers/snippers Job is not too complex or le
ngthy You want to verify data collected from ot
her analyses You can stay in environment
long enough, or view sufficient repetition
s You can be invisible or there is sufficient t
rust that you won't alter performance
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Task Analysis
1. Find out, in general, the components of the j
ob
To develop a job description with basic tasks
List the job title Identify major tasks Id
entify the actions performed Identify the objec
ts used
Some methods
Watch water-walkers Watch randomly selected i
ndividuals Examine job announcements, etc. W
alk and talk
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Task Analysis
2. Witness how the task is done
Detail and sequence task elements and
sub-elements as several sources do it T
ask statements associated with each component
Sequences followed to accomplish it
Relationships between the elements
Required tools, equipment, and material
Some methods

• Observation of an expert
• Query an expert
• Attempt to do it yourself to check your
  findings
  

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Task Analysis
3. Find out whether, and how, to improve the
task

To find inadequate performances within tasks and
redesign efforts, where appropriate Foolish t
o train people or provide job aids
for employees to help them to do
poorly designed jobs
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Subject Matter Analysis
PURPOSE SOURCES USES
When somebody knows something,what is it that
they know? (optimals) Experts, documents, lit,
water-walkers Nail invisible optimals Pre
ss SME's to figure out what it is
they know that makes them "expert"
Find ideational scaffolding representing knowle
dge
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Questions in SMA

• "How is the topic organized?"
• "What are the subordinate, coordinate, and
  superordinate relationships i.e. how does the
  content seem to be structured?"
  
• "If I could get an expert to accurately explain
  what they know about a particular subject (the
  pieces and their relationships), what would it
  look like?"

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SMA Facilitates

• Finding out what is involved in being
  knowledgeable and expert
  
• Achieving clarity about intentions
• Resolving disputes between SMEs
• Finding the grist of the matter, and then writing
  objectives that reflect that essence

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SMA Steps
1. FIND SOURCES OF EXPERTISE 2. ELABORATE CON
TENT
3. REPRESENT THE MATERIAL
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ID Sources of Expertise
HUMANS DATA
On the job local global vendor competition
diagrams reports manuals
correspondence job aids Glossaries specific
ationspublished literature.
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Elaborate the content
Purpose is to flesh out the material to tease
out the "stuff" of the subject Ask questions
!!
Can you summarize? draw me a picture?
What are the organizing principle or rules? R
elationship of sub-parts and super-parts?
What are the kinds of? parts of? ways of? Wha
t steps are involved and in what sequence?
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Represent the Material
I. Early Observations II. Use of telescope
III. Unmanned exploration IV.
Sending people to the moon
A. Ancient beliefs B. Age of enlightment A.
Galileo
B. Newton
1. Refractor telescope 2. Discoveries
a. Craters on moon b. Sunspots c. Phases of venu
s
A. Explorer B. Surveyor A. Apollo B. Future
plans
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Diagnose Hypothermia

isolate the combination of critical factors which
will support or rule out H
state how factors interrelate to produce H
state definition of H
recognize environmental cues
recognize specific personal factors as threatening
identify severity of observed medical symptoms
list types of environmental cues
list types of risky personal characteristics
recognizes symptoms
lists factors in order of severity
defines relevant symptoms
states distinguishing features of symptoms
lists relevant symptoms
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Clarification

• Subject Matter Analysis seeks content elements
  and organization. What is it that a knowledgeable
  person knows and how can we represent it?
  
• Task Analysis is about detailing how a task is
  performed. What is it that a capable person
  does?
  
• Goal Analysis helps clarify and tangibilitate a
  murky goal. What is the concrete meaning of an
  abstract goal when the goal is translated into
  human performance?

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Practice
The department is eager to develop a web-based
program that will advise new grad students in
EDTEC about career options for them. A
performance analysis determined that new folks
lack sk/knowledge in this area. You are tasked
with building this program and commence a subject
matter analysis. What would it look like
Sources? Detail outlined content, please
Be your own SME's, where your group lacks
one. Feel free to make the content up...