This analysis can take various forms including a variety of models for performance analysis.
In this chapter, the "a-ha moment" is associated with the concept of modeling the process of problem solving. It's intuitive that problem solving requires extensive analysis, but the concept of using a "comprehensive" as well as a "situation specific" methodology in unison to arrive at both a high level and an operational approach to critical issues, really makes sense (Rothwell & Kazanas, 1998).
The point that seemed most unclear is the process of finding the association of data point metrics required for a valid performance matrix designed. This model for comprehensive problem-solving was exemplified by the Gilbert Performance Matrix, but it was difficult to understand exactly how to associate the data points.
In Chapter 5 the concept of assessing relative characteristics of targeted learners is the main topic of discussion. This exercise includes great attention to the detail of describing learner characteristics; identifying those characteristics specifically; developing learner profiles; evaluating and describing cognitive assessment; then judging learner assessment.
The "a-ha moment" was based on the specifics of what kind of learner characteristics should be assessed. ...
The entire range of learner characteristics provides for a sense of uncertainty in approach, so a template of learner related characteristics worthy of consideration and useful to the design process and in focusing the efforts in the instructional design.
The concept that made the least sense is the theory of "cognitivism" in the instructional design process. The idea that learners develop their own strategies for learning is perhaps misleading, since all learning is based on factors associated with one's own environment and percepts developed from the influence of others (Kemp, 1985).
Developing Performance Measurements
In this chapter, the development of measurement criteria is suggested as quickly as learning objectives has been established. Measurements are defined as a means to track performance relative to objectives, and as such are a critical component in understanding if the learning process is working as anticipated or needs to be adjusted.
The breakdown of the value and purpose of performance measurements is the "a-ha" moment in this chapter. It's intuitive that there is an impact, but the correlation to purpose was somewhat unclear. Based on the Table 9.1, the value and influence of each component in the process becomes apparent. For example, the breakdown of each fundamental element assists with the understanding of the ingredients required for success (e.g.: influence of participant reaction; participant learning; on-the-job performance change; and organizational impact).
The process in deciding "how" to measure performance is still confusing. The reason for decisions associated with the selection of a data collection method seems arbitrary, since all the elements described could apply to