When should you use a JA?

JAs are not always going to be the ideal option. As the ID, it is your responsibility to gather information during your analysis phase to determine if JAs will be the best option. (Review the various analysis here). According to Willmore (2018) below are general situations that you may determine JAs to be a good fit (pp. 49-51):

• Sequence is critical to the task

• The JA enhances the performer’s confidence

• Consequences of worker error are high

• The task is rarely used or infrequently performed

• The task can easily go wrong

• The job depends on frequently changing information

• A JA is a superior alternative to some training

• A task is complex but can be easily described in detail

• A task requires a large body of information to be completed successfully

Keep in mind, the JA format also matters. A JA format that works for one task may not be the best option for another task. So, the ID will need to consider all of these factors when designing and developing the best job aid option for their client.

In my experience, I have come to realize that we utilize JAs more frequently than we think. For many people, we are using them every day to jog our memory as we juggle different roles and responsibilities. For example, the grocery list or iPhone reminders. In a more formal learning environment, we are using them to help us build confidence and prevent errors. As an ID, this is an opportunity to use creativity to create a visually appealing, user friendly, and cost-effective resource that both your client and performer will find useful and want to use for their performance.

What is it?

Performance requirements are statements created by the ID to describe the intended outcome of the instruction and the desired on-the-job performance. Therefore, “performance requirements represent a promise of valued behavior change in the workplace” (OPWL Instructors, 2020, p. 161).

For an ID, “Crafting performance requirements marks the move from describing exemplary performance in the workplace (analysis) to designing and developing instruction that will enable others in the organization to act more like the exemplars – which will close the performance gap” (OPWL Instructors, 2020, p. 162).

Performance requirements represent what performers should be able to do on-the-job. Performance requirements are essential for IDs because they become their guide during the design phase. Not only can performance requirements help the ID determine what to include in training, but performance requirements can help the ID determine what not to include in training since the desired performance has been determined (OPWL Instructors, 2020, p. 165).

How to create Performance Requirements?

Performance requirements are typically written for the critical tasks that were identified during the task analysis. Critical tasks are tasks that performers don’t know how to perform but must be done to achieve the desired performance. When conducting your tasks analyses you should have identified three components of the critical task which include: the conditions, performance, and criteria. These three components make up the performance requirements statements:

• Conditions- conditions under which on-the-job performance will occur.

For example: Using a thermometer

Keep in mind, if you have determined that JAs will be used during performance, then the JA is considered a condition.

• Performance- the on-the-job performance learners will perform

For example: Receivers will take the trailer temperature.

• Criteria- the on-the-job performance that is acceptable.

For example: Immediately upon truck’s arrival to the dock.