Performance
Analysis Plan
Introduction
The Immersion
program's TTAC Group One will begin the performance analysis of TTAC Online
in September 2003. This is the start of Phase Seven of the TTAC Online project.
The purpose of a performance analysis is to partner with our client (Training
and Technical Assistance Center [T/TAC]) to aid them in defining and achieving
their goals (Rossett, 1999). According to Rossett, we can achieve this by
reaching out for several perspectives on the opportunity, determining any
drivers toward and barriers to successful performance, and proposing a solution
system based on the information gathered.
Our foci
will consist of clarifying the mission and vision of our client and anticipating
what it will take to shift the T/TAC and its people in the desired direction.
At this point in our analysis, we believe the goals of the client for this
project include:
- To provide the capability
for SME's to upload their webshops and other instructive materials to
share with the end users, i.e., education professionals, of TTAC before
2004
- To populate the
Assistive Technology sections of the site with some useful materials
- To provide SME's
with help in pedagogical reengineering
- To develop better
integration of online courses
Before launching
into an implementation of project goals, preliminary study will improve the
quality and results of the effort. This study will involve interviewing people,
collecting data, and systematically analyzing the results. Based on the information
gathered, we will propose a solution system that addresses our client's goals
and the opportunity.
Step 1:
Identify Info Sources
We will consult
with most or all of the following sources together a better understanding
our project's mission and responsibilities. Any of these sources may reveal
other people or information we will also consult. The following sources are
in rough order based on whom we would like to contact first and on potential
source availability. When consulting with the individuals we may use either
phone or in-person interviews or we may use an email survey.
- Recommendations from
last project team (Phase 5 & 6)
- T/TAC documentation
on T/TAC Online
- Literature on assistive
technology and web accessibility
- Lucinda Zimmerman
- Lead on T/TAC Online (lzimmerman1@gmu.edu)
- Amy Fulcher - First
lead on T/TAC Online
- Shuangbao Wang -
T/TAC Online programmer, Kellar Institute for Human disAbilities (swang3@gmu.edu)
- Trista & Deanna
from Phase 5 & 6 of the T/TAC Online Project
- Dr. Michael Behrmann
- Director of the region 4 T/TAC since 1985
- Dr. Lynn Wiley -
Project Coordinator of the region 4 T/TAC
- Mary Wilds - Old
Dominion University, SME in assistive technology, T/TAC culture (mwilds@ttac.odu.edu)
- SME's in education
(T/TAC staff) on issues of content, capabilities, and incentives.
- Education professionals
(teachers, counselors, administrators, etc.) seeking information and resources
in education for the disabled and assistive technology on issues of content,
capabilities, and incentives.
- Dr. Patricia C. Abrams
- Virginia Department of Education (VDOE), responsible for funding TTAC
Step 2:
Prepare for Data Gathering
- Assign individual
team members to each source
- Individual Team members
develop interview protocol or other questions for each source
- Team or a couple
of team members reviews interview/question protocol
- Interviews or other
research conducted
Step 3:
Analyze Data
- Individuals report
back what they have learned
- Team formulates outline
for report based on what has been learned
- Check for gaps in
information
- Further data gathered
and shared with the team if needed
Step 4:
Write Report
- Assign responsibilities
to sub-teams for writing sections
- Assign responsibility
to sub-teams for reviewing sections
- Assign at least two
people to review the whole report for consistency and coherency
- Submit report
- Go out for drinks
and dinner
Last
Update:
10/13/2003 2:49 AM
