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: Gathering Information

Step 4: 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 5: 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: 23-Sep-2003

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