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Table 1.2: Concerns
About Speedy Performance Analysis
|
Concerns
|
Responses
|
|
"I like needs assessment. Will I
still get to do it?"
|
Of course. Performance
analysis sets the table for needs assessment, finding the
right places to direct that focused study. In some
organizations, the analyst passes the project on to others
who will do the needs assessment. In others, the work is
done by the same person.
|
|
"It would take me hours to figure
out how to do this performance analysis."
|
This handbook provides
templates matched to the kinds of opportunities you're
likely to have. Adapting the template and sample questions
will shave time off your study. Use the book in a
just-in-time way, if you prefer. Besides, you owe yourself
the professional development.
|
|
"This doesn't give me enough
time."
|
PA probably doesn't give
you enough time to feel certain. What it will do is give you
a general picture of what's happening, enabling you to
recommend likely, but not certain, directions and
approaches. Remember, PA is the beginning, not the end, of
your work with your customers.
|
|
"I have projects in Palo Alto;
Togo, Africa; and Singapore. Will this planning process help
me?"
|
It is intended to do that.
In this book we look at the issues that many countries,
cultures, and settings impose on you. Although there are no
easy answers, there are some strategies, including the use
of technology, that will address issues raised by distance
and difference.
|
|
"I prefer surveys. Can I do one in
performance analysis?"
|
Yes, you can, especially if
you are seeking priority directions for a group of people,
and after you've done sufficient study to be able to present
options in the survey. Technology is also useful here. See
Chapter Seven in the book for ideas about how to use
technology to speed up and extend your reach.
|
|
"Performance analysis. Needs
assessment. Get serious. My management won't give me that
much time."
|
Take the bull by the horns.
Although it is difficult to justify lengthy studies, it is
even more difficult to justify hasty actions. Use architects
and doctors as analogies. Would your customer respect a
physician or architect who plunged into surgery or a
building project without diagnostics?
|
Table 5.1:
Performance Analysis for Engineers
|
Stage
|
Sources
|
Suggested
questions
|
|
One
|
Customer, sponsor
|
Why are you focusing on the
development of engineers now?
What do you hope to accomplish by developing engineers?
Are all engineers of equal interest or is one group the
focus?
What do you see as key skills for the future?
What are the emergent challenges?
Have you established an on-line community that captures the
ideas of thought leaders or enables collaboration between
engineers, no matter their location?
(See Table 4.4 in the book for additional
questions.)
|
|
Two
|
The literature, professional
associations
|
What trends have they
identified?
Emergent skills?
Perspectives?
Emergent challenges?
New technologies?
Additional sources?
Implications of worldwide outreach?
|
|
Three
|
Internal and external
experts
|
What trends do you see as
most critical?
Emergent skills?
Perspectives?
Emergent challenges?
New technologies?
From all these, what are the priorities that you associate
with this organization and vertical market?
Who are the people in this organization who already manifest
some of these skills and perspectives?
What explicit and tacit know-how is key?
Are there any records of this knowledge?
How is it maintained?
Shared?
|
|
Four
|
Model engineers
|
You have been identified as
possessing skills that are considered "model"; what do you
think people are referring to?
What strikes them as model about how you do the work? What
challenges are emerging?
How have you acquired new skills and knowledge?
What support did you receive from the organization? What
needs to happen to ensure that engineers are contemporary in
their skills?
What do you think you know and do that distinguished your
approaches?
|
|
Five
|
Randomly selected
engineers
|
Here is a description of
emerging challenges and competencies. Do you see the value
and benefit in these new roles and skills?
Do you feel ready?
What do you think it will take to support your growth in
these directions?
What role do you envision for yourself?
How might supervisors function differently?
|
Table 5.2: Floyd's
Operating System Rollout
|
Stage
|
Sources
|
Suggested
questions
|
|
One
|
Customer, sponsor
|
What is unique about this
operating system (OS)?
Why have you decided to go in this direction?
What are the essential elements and benefits associated with
the shift?
What do you want different employee groups to do with the
system?
What do you think must be done to make this a successful
rollout here and globally?
(See Table 4.2 in the book for more questions.)
|
|
Two
|
Review of minutes associated with
the OS decision
|
Examine minutes related to
the decision to go with the new OS, the new technical
specifications, how the new differs from the current OS,
expectations for vendor performance, and any concerns
associated with rollout.
Seek why they've picked it, identify key elements,
concerns, vendor promises.
|
|
Three
|
Internal expert or executive
closest to the technical details associated with the new
OS
|
What about this change is
most promising?
What can it do for the organization?
What problems will it solve?
How do you want people to use it?
What are some of the costs and benefits?
What is the anticipated impact on processes?
As we think about introducing people to the OS, what will it
take to increase their comfort and use?
|
|
Four
|
Vendor, vendor materials and
documentation
|
This is Floyd's opportunity
to capture details associated with the OS and to focus on
lessons learned from rollouts in other organizations.
How does it enable _____?
How does it work?
When others have begun to use it, what helped make a
successful rollout?
|
|
Five
|
Job incumbents, focus groups with
employees randomly pulled from the organization
|
Now that I've described the
new OS, I'd like your reaction to it. Can you see why the
organization has made the switch?
Do you see benefits?
Do you think you have the skills it will take to make the
shift?
What questions and concerns do you have?
What support would help you move in this
direction?
|
Table 5.3: Emma's Safety Challenge
|
Stage
|
Sources
|
Suggested
questions
|
|
One
|
Customer, sponsor
|
Why do you want to focus on
safety now?
Why hasn't the problem been solved already?
I looked at our current safety program and wonder what your
thoughts are about it. What are our strengths and weaknesses
in this area now?
Where can we find the details about current safe and unsafe
situations and actions?
(See Table 4.3 in the book for more questions.)
|
|
Two
|
Regulatory reports
|
Review the documents for
answers to the following:
What are we doing right?
Wrong?
What did outside evaluators pinpoint?
What did they recommend?
Where are the most grievous errors or
problems?
|
|
Three
|
Accident reports, insurance
claims, employee complaints
|
Review the documents for
answers to the following:
What are our problems?
Where are employees getting hurt?
What are the patterns?
What situations and actions are unsafe?
|
|
Four
|
Job incumbents
|
What is causing the major
problems [identified in stages one through
three]?
Why are employees having these problems?
If you were king or queen, how would you solve each of
them?
|
|
Five
|
The literature
|
What does the literature
say about the most typical barriers to success in these
areas?
What are the recommendations?
|
|
Six
|
Supervisors
|
I've shared the major
problem areas with you, based on my review of reports and
claims.
Do they match your perceptions?
Why does the organization have each of these problems?
What are the causes?
What can the organization do?
If you ruled the organization, what would you do?
How might the organization make safety a higher
priority?
Is it one of your priorities?
|
|
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