Performance requirements describe the intended outcome of instruction, a.k.a. what learners should be able to do upon completing the instruction (OPWL, 2019, p. 175). By specifying performance requirements, IDs practice designing with the end in mind. They are used to create performance assessment instruments and instructor guides during the design and development phase of the LeaPS Model (p. 173). While crafting performance requirements, IDs will pull information from the task analysis and SME-provided information associated with each critical task. This knowledge gathered during the analysis phase determines the conditions, performances, and criteria of the job task that should stay consistent throughout all deliverables. Performance requirements also help to determine what should be included/excluded from training and should be referred to during the creation of future deliverables. For each critical task, performance requirements will use the 3-part format that describes: (1) the learner’s on-the-job performance; (2) the conditions under which individuals will be expected to perform; and (3) the criteria that define acceptable performance.
Example:
“Given a list of competitors, the sales representative will be able to identify the names of the four major competitors with 100% accuracy.”
Job aids can be used to eliminate/reduce training times or provide post-training performance support while in the workplace (p. 152). They can be used as standalone performance interventions or alongside training. IDs can use job aids to serve the client and provide the most value in a cost-effective way. During the analysis phase, we have to ask questions to determine if a job aid is feasible. These questions consider the learner, the environment in which the job aid would be used, and modality.
| Work Situation | Could a Job Aid Be Appropriate? |
|---|---|
| Consider Work Situations Where a Job Aid Could Be Appropriate. | |
| Is sequence is critical for task success? | Yes, No, Need more information |
| Could a job aid enhance performer confidence? | Yes, No, Need more information |
| Are the consequences of workplace error high? | Yes, No, Need more information |
| Is the task performed infrequently? | Yes, No, Need more information |
| Is the task easy to get wrong? | Yes, No, Need more information |
| Does the task performance depend on frequently changing information? | Yes, No, Need more information |
| Can complex task performance be described in detail? | Yes, No, Need more information |
| Does task performance require the use of a large body of information? | Yes, No, Need more information |
| Consider Work Situations Where a Job Aid Could Be Inappropriate. | |
| Could use of a job aid damage credibility or customer confidence? | Yes, No, Need more information |
| Would use of a job aid slow or degrade performance? | Yes, No, Need more information |
| Does the workplace environment lend itself to a job aid? | Yes, No, Need more information |
| Is performer memory a better option? | Yes, No, Need more information |
Performance assessment instruments are used to measure the mastery of these objects you have created during the design and development phase of the LesPS Model (p 192). This is again an example of designing with the end in mind. Putting performance assessments instruments in place early ensures that excessive or unnecessary training is not created. Again, you will use information from the task analysis and the objectives to create an assessment that asks the learner to perform the task under the job conditions and judges their performance according to the job standards. It tells learners what they’re doing well, where they could improve, and how they can make those improvements (p. 195). Proper learning objectives will help IDs create authentic assessment instruments because they can match the performance, the conditions, and the criteria. Mind that if you are creating a stand-alone job aid with no training, then no performance assessment instrument is needed.
A Chain Linking Job Tasks to Instructional Materials, from ID Course Handbook (2019)
I appreciate so much that the LeaPS Model builds upon solid analysis. The analysis phase is my favorite part of any ID model as that is where I get to ask the questions, get in touch with the learners, and organize and triangulate data. We focus a lot of our time on the analysis and information gathering so that our trainings are concise and yield the maximum benefits. Unfortunately, because we are a training team, we are constantly asked to build just eLearning modules. We take our time to offer alternatives, such as job aids, that could save time and resources, but clients rarely pivot away from a training module. Because of this, we also have very specific performance assessments instruments that appear as test-out quizzes after the training. This is a massive missed opportunity both for us and for our organization in many ways, unfortunately. We maintain our expertise and improve on our practices when we can, but it is a slow struggle.
References
OPWL 537 ID Project Handbook. (2019). Training Requirements Analysis (TRA) Template.
Organizational Performance and Workplace Learning. (2019). Instructional Design Course Handbook (4th edition).