Performance Analysis and Intervention at Work
An entire field of study has grown up around the issue of job performance. It is called various names, workplace engineering, quality control, human performance technology, performance technology, and performance engineering, among others. Obviously, performance only becomes an issue when there is a gap between the desired objective and the current output. There are numerous models used to analyze job performance and productive intervention methodology. One thing they all have in common is that all attempts to correct insufficient job performance must start with a complete analysis of the current job performance compared to the desired job performance. Further, in order to formulate en effective correction technique, one must thoroughly understand the problem. Only by completing a thorough analysis can one implement an effective fix.
The means of analysis vary widely. There is a multitude of literature regarding performance analysis. The first step in identifying performance issues and intervention plans entails defining the possible causes of poor performance. According to Rossett, "Without analysis, there is no Human Performance Technology (HTP). Analysis provides the foundation for HPT, a profession and a perspective that demands study before recommendations, data before decisions, and involvement before actions" (Rossett, p. 139). There are numerous lists of categories, but most analysts agree that essentially performance issues all fall under three basic categories which have been identified by Rosenberg (1966): "The work…The workplace…The worker" (Rosenberg, p.374). This seems simplistic, but one can take a more extensive list such as the one identified by The University of Minnesota and place each one under one of the three above categories. The University of Minnesota lists the following as "types of work performance problems:
poor prioritizing, timing, scheduling; lost time, lateness, absenteeism, leaving without permission, excessive visiting, phone use, break time, use of internet, misuse of sick leave; slow response to work requests, untimely completion of assignments; preventable accidents; inaccuracies, errors; failure to meet expectations for product quality, cost or service; customer/client dissatisfaction; spoilage and/or waste materials; inappropriate or poor work methods; negativism, lack of cooperation, hostility; failure or refusal to follow instructions; unwillingness to take responsibility; insubordination, power games; unwillingness, refusal, or inability to update skills; resistance to policy, procedure, work method changes; lack of flexibility in response to problems; inappropriate communication style: over-aggressive, passive; impatient, inconsiderate, argumentative; destructive humor, sarcasm, horseplay, fighting; inappropriate conflict with others: customers, coworkers, supervisors; smoking, eating, drinking in inappropriate places; sleeping on the job; alcohol or drug use; problems with personal hygiene; threatening, hostile, or intimidating behaviors" ("Types of Work Performance Problems").
Though this list is extensive and cumbersome, it is definitely descriptive, and upon analysis of each category, one will find that it either falls under Rosenberg's (1966) category of, "The work," "The workplace," or "The worker" (Rosenberg, p. 374).
According to the International Society for Performance Improvement (ISPI), Tom Gilbert, who is known as the father of Human Performance Technology, identified these six categories for analyzing performance gaps: " consequences, incentives, or rewards; data, information, and feedback; environmental support, resources, and tools; individual capacity; motives and expectations; and skills and knowledge" ("Human Performance Technology (HPT) Primer"). These categories were adopted by the International Society for Performance Improvement for use as a universal means of categorizing causes of performance gaps.
Another notable pioneer in Human Performance Technology is Robert Manger. According to the ISPI, he is "known for "3 part objectives," "What every manager should know about training," and the "Mager six-pack" ("Human Performance Technology (HPT) Primer"). Mager also developed a performance analysis flow diagram to be used to identify performance problems, according to John Dunning on his training website (Dunning). Robert Mager and Peter Pipe developed a flow chart to facilitate the identification of performance issues and solutions. In the Mager and Pipe scenario, one would follow the following steps:
Step 1: To find the problem look at the goals, objectives, and standards established by the organization. If these are not met, they could be indicators of performance problems. The following must be stated in quantifiable terms: What is the actual performance? What is the desired performance? The difference between the two is the "gap" that must be closed by management...
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