Critical-Incident Analysis

1. Critical-Incident Analysis What to teach, what not to teach� that is the question!

2. Critical Incident Analysis Process 1) Determine the critical tasks. Ask� How often is the task performed? The severity of the consequences of failure. Restrictions (i.e. union agreements). 2) Determine important but nonessential tasks. Performed occasionally, background, supporting but unrelated

3. Critical Incident Analysis Process 3) Determine what tasks to deselect Rarely performed, not critical, easily learned, condition of employment, beyond ability, currently good enough 4) Document results.

4. Objective Analysis Well-written objectives determine� The content to be included Whether the solution produces knowledge or performance How the effectiveness of the solution is measured The media

5. Objective Analysis Process 1) Decide on domains Cognitive - thought processes Affective - feelings & attitudes Motor - physical movements Psychomotor � doing without thinking Metacognitive � integration of the domains - learning how to learn

6. Objective Analysis Process 2) Decide on level within each domain. 3) Write a goal statement for the entire course.

7. Objective Analysis Process 4) Write performance objectives, include: Situation Learned capability Object Action verb Tools, constraints, conditions 5) Collectively review the objectives and validate their relevance to job tasks. Revise as needed.

8. Objective Analysis Process 6) Separate terminal objectives from performance objectives. Separate what the learner will be able to do at the end of the course. Learners are given the terminal objectives of the course at the start. 7) Separate lesson objectives from performance objectives. Separate what activity occurs within a lesson that leads the learner to achieve the terminal objective. Focus the instructional designer on the activities that will lead to meeting the terminal objective.

9. Media Analysis Selecting the best media option(s). Instructor-led Computer-based Distance broadcast Web-based Audiotapes Videotapes Performance support systems (PSS) Electronic performance support systems (EPSS)

10. Media Analysis Process 1) Match outcomes to the appropriate media. If the learning outcome requires infrequent performance of a complex task, use� Computer-based performance support Text-based job aid or reference manual Mentoring, phone support, or coaching

11. Media Analysis Process If the learning outcome requires a process or procedure that needs motor or psychomotor practice, use� Lab or simulation On-the-job training or mentoring Part-task trainers or virtual-reality systems

12. Media Analysis Process If the learning outcome requires learning a process or procedure that does not require motor or psychomotor practice, use� CBT or WBT Interactive distance broadcasting Self-paced workbook Audio or video tapes with practice activities or study guides.

13. Media Analysis Process If the learning outcome requires learning concepts or facts that require detailed explanation, used� Instructor-led classroom Web-based chat room Audio teleconferencing Video teleconferencing

14. Media Analysis Process If the learning outcome requires learning concepts or facts that do not require detailed explanation, use� CBT Videotapes Web-based training Text with graphics

15. Media Analysis Process If the learning outcome requires describing concepts or facts without visuals, use� Text Audio teleconference Audiotapes

16. Media Analysis Process If the learning outcome requires learning how to learn or developing critical thinking skills, provide real-time feedback using� Video or audio teleconferencing Coaching or mentoring CBT simulation Workshop

17. Media Analysis Process If the learning outcome requires a change in attitude or motivation, role model using� Videotapes Video or audio teleconferencing Coaching or mentoring

18. Media Analysis Process 2) Match media advantages & limitations. Analyze + and � of each media Analyze cost Consider delivery factors Consider maintenance factors

19. Media Analysis Process 3) Compare results and decide on the media. 4) Document the results.

20. Extant-Data Analysis Before you go further, find out if all or part of the solution already exists. Don�t unnecessarily re-invent the wheel!

21. Extant-Data Analysis Process 1) Identify likely sources of information. 2) Collect information & existing course materials, via: Web search engines Bulletin Board Services Special-Interest Groups Libraries, etc.

22. Extant-Data Analysis Process 3) Compare information. Rate appropriateness and usability Availability within time constraints Cost 4) Make a buy-or-build decision. 5) Document your decision.

23. Cost-Benefit AnalysisDetermining the benefit of the solution Cost-Benefit Analysis (CBA) Is it cost effective to undertake the project? Calculated prior to undertaking the project. Formula: (Estimated benefit) (Estimated Cost*) *Cost includes: assessment, design, development, implementation, & evaluation

24. Cost-Benefit AnalysisDetermining the benefit of the solution Return on Investment (ROI) What was the actual benefit of undertaking the project? Calculated after the project is implemented. Formula: (Actual value) (Actual Cost*) *Cost includes: assessment, design, development, implementation, & evaluation

25. Rapid Analysis Method (RAM) Use RAM if your organization possesses the necessary success factors AND quick response time is required.

26. RAM Success Factors Highly experienced training analysts. The organization has: A well-articulated strategy that includes the core processes. The manager of each core process has control. T&D know, and is involved in, strategies for core business operation.