$1)$When we discuss analysis in HRD$,$ what are we analyzing? Why$$is GAP analysis essential?

$2)$ Why is it critical to break a job down into tasks and steps? How does this relate to how people learn?

$3)$ Describe the three components of a performance objective and give a personal example of each. What phase of the ADDIE model are objectives created in$?$

$4)$ What determines what materials are needed to teach a lesson?

$5)$ For this particular team challenge, I hand the students two identical sheets of paper that have Ts scattered across the paper. I ask them to take the first sheet and without using a pencil, or other device to mark the Ts$,$ count the number of Ts on the page, then they record their answer in the upper right corner of the page. Once done, I have them all take the second sheet of Ts and this time to look at the sheet and circle the Ts that are closest together, into smaller clusters around the page. Then they count the Ts in each cluster and add the totals of all clusters together, then record the score in the corner.$$

What we see on the first sheet is a wide range of numbers from $150$ to nearly $500,$ with only one or two students giving the same answer as another. On the second sheet, the range is smaller, from about $200$ to $250.$ At least half of the group gets the right answer of $236.$ I then ask the group why the difference on the two pages. The answer is obvious. The first time, there was no system, no analysis, it was just a count. On the second sheet, they analyzed it$,$ broke it down, and added the sum of the parts.$$ Its much the same way when identifying the tasks of a worker. For example, in automotive, there are $350$ tasks of the typical mechanic. If I were to ask $100$ mechanics what they do on the job, I would get $100$ different answers. The older more experienced ones will have fewer, since they leave out some of the very basic skills they learned early on$.$ Others will have much more, because they aren't sure how to differentiate tasks $($ when I change a tire, I park the car, set the brake, set the jack, loosen the lugs, raise the jack, remove the lugs, remove the tire, replace the tire, replace the lugs, tighten the lugs, lower the car, and put away the jack$)$ That is one task, made up of several steps.$$ By clustering, we can break the job down into duties and tasks, so we can inventory everything the worker needs to know. ASE has identified $8$ duties in which these are broken down in the automotive field.

What did you take from this exercise?

$6)$ In this activity, I lead the group in making paper origami objects. I give them two sheets of paper $81/2$ x $81/2,$ one blue and one gold. I have them pick up the blue sheet and tell them to listen to my instructions and do what I tell them to do$,$ but don't interrupt and don't ask questions. Just do as I say. I have them hold it like a diamond, then fold the right corner over to the left corner, crease down the center and open it up$.$ Then fold the right corner along the center, the left corner along the center, then fold the bottom up$.$ Then fold the bottom up one more time about a half$$ inch. Then I have them hold it up to show me what they made, only $1$ or $2$ if any will have done it right, nearly everybody will have done it wrong. I show them what it should have looked like.

Now I have them take the gold sheet and tell them not to get ahead of me$.$ It will look like we are doing the same, but then I do something different. This time, I show them the steps as I tell them. I hold the gold sheet up and say, hold it like a diamond. I then fold the right corner over to the left and then turn it up so the triangle is pointing up$.$ Then I have them fold the right corner over so that the tip touches the left edge and the top of the fold is parallel with the bottom of the triangle. I I then have them do the same thing with the left corner, making sure the tops are even and touching the side. I then have them fold one of the flaps down over the folded side, turn it around and fold the flap over the flat edge. They now all have a paper cup. $100\%$ of them. I have them hold it up after each step and if anyone needs adjustment or help, I do it then. When we get through, everyone is on the same step and completes it at the same time.

Then I ask the question, why the difference? Why did most fail the first time and why did everyone get it right the second time. There are three reasons: $1)$ I modeled the behavior I wanted performed $2)$ I checked for understanding after each step $3)$ I made adjustments as we went. By doing these three things I guaranteed perfect performance.

What concept did you get most from this activity? Where have you seen examples of this in your experience?