Front End Analysis

Whats the Problem?

Components
of Assessment

The assessment process examines

what the problem is
what needs to be learned
what resources are available
who the learners are
what the learners already know
in an attempt to define the problem the learning is intended to solve.

What is the
problem?

Part of creating an e-learning solution is ensuring that an e-learning piece is

actually the best solution for the problem. A performance consulting solution
looks for the gap between the desired state and the existing state.
Existing Behavior

Zap the Gaps

Desired Behavior

The solution, which may not be training at all, is the answer to bring the
existing behavior to the desired behavior state. In Zap the Gaps , by Ken
Blanchard, Dana Robinson and Jim Robinson, the process is identified as
1.
2.
3.
4.

Look at Other
Issues

GAP

Go for the shoulds (desired behavior)

Analyze the is
(existing behavior)
Pin down the cause
Select the solution

There are often other fast fixes which may be applied to the problem.
Before we invest a lot of time in developing e-learning, we may want to look
at other possibilities for the problem. Robert Mager 1 has created an excellent
diagnostic tool that helps with the search. It is reproduced on the following
page.
Continued on next page

Mager, R. Pipe, P. (1997) Analyzing Performance Problems or You Really Oughta Wanna. Atlanta: The Center for Effective Performance

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Whats the Problem?, Continued

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Whats the Problem?, Continued

Joe Harless
Front End
Analysis

There are different issues when there is a new performance need as opposed
to a present goal deficit.

Continued on next page

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Whats the Problem?, Continued

ISPI HPT
Model

ISPI uses the Human Performance Technology Model and considers a variety
of support tools.

Continued on next page

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Whats the Problem?, Continued

ASTD HPI
Model

ASTD uses the Human Performance Intervention Model, considering the

need for change management as part of the process.

Continued on next page

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Whats the Problem?, Continued

Six Boxes

The Six Boxes Model (Carl Binder, www.sixboxes.com ) or Behavior

Influencing Model (Tina Teodorescu, www.competencesystems.com ) both
have their roots in the work of TF Gilbert, and examine six areas that can be
positively or negatively influencing the employee.
We consider the positive and negative influences on each area in examining
the system.

External/Environmental Conditions
85% of the problems are here

1) Expectations & Feedback

2) Tools & Resources

3) Consequences & Incentives

Internal/Employee Conditions
15% of the problems are here

4) Skills & Knowledge

5) Selection, Assignment,
Capacity

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

6) Motives & Preferences

Enablers

1) Expectations & Feedback

2) Tools & Resources

3) Consequences & Incentives

Descriptions and measures of expected work

outputs

Tools, resources, time, materials, and physical

environment designed to support optimal work
output and comfort

Sufficient financial incentives contingent upon

desired performance

Clear and relevant information/expectations on how

to do the job
Relevant, timely, frequent, positive, concrete
feedback about how one is performing against
expectations

Access to managers, coaches, and experts on a

timely basis
Sufficient personnel to support efficient workgroup
performance

Non-monetary incentives for success

Informal positive social consequences for doing the
right thing from managers and peers
Career development opportunities

Constructive suggestions for improvement and

corrective feedback

Optimal work processes and job designs

Clear consequences for poor performance

Reference tools and resources that are easy to use

and built of the job

Consequences that match expectations and

feedback

Poor contradictory, or absent descriptions and

measures of expected work outputs

Not enough people, money, time, supplies,

equipment, or other resources to do the job
efficiently and effectively

Too little compensation

Lack of good coaching from managers

Informal negative social consequences for doing the

right thing from managers and/or peers

Ambiguous, subjective, or conflicting information

/expectations on how to do the job

Obstructions

External/Environmental Influence

Performance Influencing Model: Boxes 1-3

No recognition for exemplary performance

Vague, infrequent, negative, delayed,

unconstructive feedback about hot one is
performing against expectations.

Inefficient, poorly designed jobs and workflow

Lack of needed support functions/staff

Informal positive social consequences or easy

excuses for doing the wrong thing

Too many different expectations, lack of clear

priorities

Bad ergonomics or other physical environment

factors.

Unclear or absent career development

opportunities or career planning process

Reference tools or needed information that is hard

to use or find, irrelevant, absent, not helpful, and/or
information overloaded

Poor performance rewarded the same as good

performance

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Consequences inconsistent with expectations and

feedback

Enablers

4) Skills & Knowledge

5) Selection, Assignment, Capacity

6) Motives & Preferences

Training that teaches the skills and knowledge

required to accomplish organizational goals

A good match between the capacity and

characteristics of people and jobs

Incentives and compensation that people are

motivated to work for- they want what is available

Opportunity to learn by the most efficient and

effective means, in classrooms, self-study, with
means, with managers and coaches

Effective selection processes and tools

Assignments and job functions that sufficiently fit

individuals preferences

Training designed to support performance of

exemplary performers
Training to teach proficiency in the use of the best
tools and resources

Other personal attributes and characteristics

needed for success in the job
Assignment to jobs/tasks that are a good match
with peoples skills, knowledge, and preferences

Positive, enthusiastic attitude about job and

company
Good relations with co-workers and environment
that supports positive social feelings.

Effective skills training, opportunities to practice

skills, and skill support/modeling from managers
Training and other learning methods that are
cumbersome, ineffective, not worth the time, or
dont produce performance improvement

Obstructions

Internal/Employee Influence

Performance Influencing Model: Boxes 4-6

Training as the automatic solution to performance

problems
Training not based on characteristics of exemplary
performance

People with intrinsically different abilities than the

job requires

Incentives and compensation that just isnt worth

the work, if there are other jobs available

Performance scheduling demands that prevent

people from being at their peak

Assignments and job functions that conflict with

individuals preferences

Inappropriate social behavior

Negative, cynical, or defeated attitude about job

and company

No background or interest in the job

Training on wrong objectives/topicsnot based on

real gaps

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Chronically problematic relations with co-workers

Unpleasant working conditions

What Needs to Be Learned?

Task Analysis

Once we determine that the issue is worth perusing and believe that e-learning
is the best solution, we need to analyze the tasks, looking for the knowledge,
skills and attitudes of the desired end state. At this point we are compiling
knowledge. We will need to cull this down as we write the course.

KSAs

Look for the knowledge, skills and attitudes. Ask:

What do they need to know at the end of the course?

What do they need to be able to do at the end of the course?

What attitudes do they need to have at the end of the course?

Practice

Creating a chart like this is helpful for identifying the issues that need to be
covered.
Knowledge
Skills
Attitudes

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

Set the Plan

Understanding by Design

Front End Analysis: Show Me the Problem

Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

10

Stage 1: Identify Desired Results

Established Goals
What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this
design address?
Enduring Understandings
Students will understand that
What are the big ideas?
What specific understanding about the ideas
are desired?
What misunderstandings are predictable?

Essential Questions
What provocative questions will foster inquiry,
understanding, and transfer of learning?

Students will know

What key knowledge and skills students
acquire as a result of this unit?

Students will be able to

In what way do the knowledge and skills help students to master the enduring understandings?

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks:
Through what authentic performance tasks
will students demonstrate the desired
understandings?
By what criteria will performances of
understanding be judged?

Other Evidence:
Through what other evidence (e.g., quizzes,
tests, academic prompts, observations,
homework, journals) will students
demonstrate achievement of the desired
results?
How will students reflect upon and self-assess
their learning?

Stage 3: Build Learning Plan

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? How will
the design
Help students know where the unit is going and what is expected?
Help teachers know where the students are coming from (prior knowledge, interests)?
Hook all students and hold their interest?
Equip students, help them experience the key ideas and explore the issues?
Provide opportunities to rethink and revise their understandings and work?
Allow students to evaluate their work and its implications?
Be tailored (personalized) to the different needs, interests, and abilities of learners?
Be organized to maximize initial and sustained engagement as well as effective learning?
McTighe & Wiggins, (2001) Understanding by Design
Front End Analysis: Show Me the Problem
Learning Solutions 2010 Orlando, FL
2010, Jean Marrapodi, Applestar Productions, jmarrapodi@applestar.org

11

Tool 8-1. Front-End Analysis Synthesis Tool

Question
Information
1. Are expectations clearly
communicated?
Clearly sent
Clearly received
2. Is there any conflict over
expectations?
Conflicting expectations
Conflicting priorities
3. Are expectations achievable
given capabilities, resources,
and constraints?
Acceptable
Attainable
4. Are there adequate role models
of desired performance?
Appropriate or credible
models
Accessible models
5. Are there performance
standards?
Clear and measurable
Reasonable and attainable
6. Do workers receive feedback?
Timely
Specific
Confirming or corrective
Work-related, not personal
7. Do workers have access to
required information?
Easy to access
Timely
Accurate and up to date
Clear and comprehensible
Tools and Resources
1. Are required equipment and
tools readily available?
Reliable
Efficient
Safe
2. Are materials and supplies
available?
Quantity
Quality

Findings

Gap Factor

Lack of clarity
In transmission
In reception

Conflicting expectations
Conflicting priorities

Expectations unacceptable
Expectations unattainable

Lack of appropriate models

Inaccessible role models

Lack of clear, measurable

performance standards
Immeasurable standards
Unreasonable standards
Lack of feedback that is
Timely
Specific
Confirming or corrective
Task focused
Lack of access to required
information
Hard to access
Not timely
Inaccurate or out of date
Unclear

Equipment or tools unavailable

Unreliable
Inefficient
Unsafe

Lack of materials or supplies

Quantity
Quality

Recommended Actions

Clarify communication of
expectations

Resolve or eliminate
expectation conflicts

Modify expectations

Provide role models

Specify or modify performance

standards

Develop a feedback system

Provide access to required

information

Provide adequate equipment or

tools

Provide adequate materials or

supplies

Question
Tools and Resources (continued)
3. Is there time to perform
correctly?
Amount
Timing
4. Are there adequate job aids,
performance-support tools, or
reference materials to facilitate
performance?
5. Is the environment supportive
of desired performance?
Physical
Administrative
Emotional
6. Is there adequate human
support to monitor and encourage desired performance?
Management or supervisory
Specialists
Co-workers
7. Are policies, processes, or
procedures supportive of
desired performance?
Available
Based on sound logic and
efficiency
Clear and comprehensible
Incentives/Consequences
1. Is compensation adequate for
desired performance?
Competitive
Fair
2. Are there appropriate financial
rewards for desired
performance?
Perceived as fair
Perceived as fairly
distributed
Efficiently administered
3. Are there meaningful nonpay
incentives or recognition for
desired performance?
Valued by recipients
Perceived as fair

Findings

Gap Factor

Lack of sufficient time

Amount
Timing

Lack of support materials to

facilitate performance

Lack of supportive environment

Physical
Administrative
Emotional

Lack of human support

Management or supervisory
Specialists
Co-workers

Lack of supportive policies,

processes, or procedures
Not available
Not sound
Not clear

Inadequate compensation
Not competitive
Perceived as unfair

Lack of appropriate financial

rewards
Unfair
Unfairly distributed
Poorly administered

Lack of meaningful nonpay

incentives
Insufficient or nonexistent
Not valued
Unfair

Recommended Actions

Provide sufficient time or

scheduling

Provide job aids, performancesupport systems, or reference

materials

Redesign the environment

Provide human support

Provide or redesign supportive

policies, processes, or
procedures

Adjust compensation

Provide appropriate financial

rewards

Provide meaningful nonpay

incentives or recognition

Question
Incentives/Consequences
(continued)
4. Do workers see a relationship
between superior performance
and career advancement?
Perceived as adequate
Perceived as fair
5. Are incentives and rewards
scheduled appropriately?

6. Are workers punished for

performing correctly?
By management or
supervisors
By co-workers
By customers
7. Are workers rewarded for
performing incorrectly?
By management
By co-workers
By customers
Knowledge and Skills
1. Do workers possess the
essential skills and knowledge
to perform adequately?
Basic skills and knowledge
Advanced or technical skills
and knowledge
Skills and knowledge for
specific tasks
2. Are workers able to discriminate between good and poor
performance?
In others
In themselves
3. Are workers smooth and
fluent in their performance?
Speed
Smoothness
4. Do workers have sufficient
opportunities to apply skills
and knowledge to maintain
proficiency?
Frequency
Variety

Findings

Gap Factor

Lack of relationship between

performance and career
advancement
Inadequate
Unfair
Poor timing of incentives and
rewards

Punishment for desirable

performance
By management
By co-workers
By customers
Rewards for undesirable
performance
By management
By co-workers
By customers

Lack of essential skills and

knowledge
Basic
Advanced or technical
Task specific

Lack of discrimination between

good and poor performance
Others
Self

Lack of performance fluency

Slow
Hesitant

Lack of opportunity to maintain

proficiency
Lack of frequency
Lack of variety

Recommended Actions

Link career-advancement
opportunities with performance

Redesign timing of incentives

or rewards

Eliminate punishments for

desired performance

Eliminate rewards for poor

performance

Provide training

Provide performance
discrimination training with
feedback

Provide practice with feedback

Provide periodic practice with

feedback

Question
Capacity
1. Do workers have the required
capacity to perform correctly?
Personal characteristics and
values
Intellectual
Emotional
Interpersonal
Management or organizational
Physical, perceptual, or
psychomotor
2. Do workers possess required
prerequisites to perform correctly?
Education or training
Technical
Experience
3. Do workers possess
appropriate political, cultural, or
linguistic capacity to perform
correctly?
4. Do workers have personal
limitations that prevent them
from performing as desired?
Family
Health or disabilities
Education
Other
Motivation
1. Do workers value the required
performance?
Initially
Over time
2. Are workers confident they can
perform as desired?
Underconfident
Overconfident
3. Do workers feel threatened in
their work?
By management or
supervisors
By co-workers
By their work environment
4. Do workers perceive that they
are treated fairly?
In work assignments
In career advancement
In compensation
In hiring practices

Findings

Gap Factor

Lack of capacity to perform

Personal traits
Intellectual
Emotional
Interpersonal
Management
Physical

Lack of prerequisites
Educational
Technical
Experiential

Lack of political, cultural, or

linguistic capacity

Personal limitations that inhibit

desired performance
Family
Health or disabilities
Education
Other

Lack of value for desired

performance
Initially
Over time
Lack of appropriate level of
confidence
Underconfident
Overconfident
Threatening work conditions
Management
Co-workers
Environment

Perceived lack of fairness

Work assignments
Career advancement
Equity

Recommended Actions

Revise selection criteria and

procedures; shift personnel or
tasks to match capacity with
job requirements

Select for prerequisites; train or

provide seasoning experience

Select for appropriate political,

cultural, or linguistic
requirements

Provide accommodation or
resources to overcome
limitations

Demonstrate value

Provide credible models and

support; provide examples
of consequences due to
overconfidence
Eliminate threats and
threatening conditions

Eliminate discriminatory
practices; demonstrate fairness
and equity practices

Question
Task Interferences
1. Do workers perform tasks that
interfere with desired performance?
Tasks interfere
Conditions interfere
External Forces
1. Are there factors outside the
workplace that affect attainment of desired performance?
Economic
Cultural, political, or social
Physical
Health related
2. Are there competitive factors
that affect attainment of
desired performance?
3. Are there events occurring that
affect attainment of desired
results?

Findings

Gap Factor

Interferences
Tasks
Conditions

External factors that inhibit

desired performance
Economic
Cultural, political, or social
Physical
Health related

Recommended Actions

Competitive factors

External events

Eliminate interfering conditions;

eliminate or reassign interfering
tasks

Counter or accommodate for

external factors

Counter or accommodate for

competitive factors

Exploit or accommodate for

external events