EDD8534 Designing, Delivering, and Manag

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Syllabus
Preview: EDD8534: Designing, Delivering, and Managing Human Performance
Improvement Interventions
Course Overview
Course Overview
This course focuses on designing effective solutions to resolve human performance problems in
organizations. It offers the process and tools for selecting, designing, and evaluating interventions
to improve performance. The design and delivery process incorporates training and non-training
interventions (including electronic or online approaches). Faced with many choices, how does the
performance consultant select the most appropriate interventions?
Assignments
Week 3: Complete the Statement of the Problem section of your course project in which you select
a performance problem to work with for the course project and identify the many factors to consider
before you make your final solution recommendations. 15% of grade. Scoring Guide
Week 6: Develop a non-training performance intervention. – 15% of grade. Scoring Guide
Week 8: Complete the Proposed Solution section of your course project in which you identify and
describe the interventions you are proposing to address the performance problem. 20% of grade. –
Scoring Guide
Week 9: Complete the Implementation and Evaluation Plan section of your course project. 5% of
grade. – Scoring Guide
Week 10: Incorporate instructor feedback on your previous assignments, and revise and assemble
them into the final draft of your course project. 20% of grade. – Scoring Guide
Discussions
Participation in discussions will count for 15% of your final grade.
Week 1: Examine the difference between behavior and accomplishment in the first discussion for
this week. Practice identifying root causes in the second discussion.

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Week 2: Discuss the relationship between ethical leadership and employee performance.
Week 3: Discuss how an information intervention might help address the performance gaps in your
organization.
Week 4: Create a cross-functional flowchart for a process and analyze your experience in the first
discussion for this week. Analyze a work process from a performer's perspective in the second
discussion.
Week 5: Identify an incentive intervention and discuss how it might help to address the
performance gaps in your organization.
Week 6: Analyze a job in your organization.
Week 7: Discuss a knowledge and skill intervention that will address a performance issue in your
work organization.
Week 8: Write an essay on making tradeoffs and setting priorities when selecting interventions.
Week 9: Reflect on the concept of planning ahead to facilitate the acceptance of change.
Week 10: Reflect on your learning in the course and anticipate the future directions of the human
performance improvement (HPI) discipline.
Applied Improvement Process
Review the Applied Improvement Process media piece linked in Tools and Resources page as
needed while you work through your learning activities in this course.
Course Competencies (Read Only)
To successfully complete this course, you will be expected to:
1 Analyze systems for performance strengths and deficiencies.
2 Select appropriate interventions that improve learning or performance.
3 Evaluate workplace performance, learning strategies, and interventions.

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4 Apply a leadership perspective to communicating clearly and effectively with
stakeholders during the design process.
5 Communicate in a manner that is scholarly, professional, and consistent with
expectations for members of the education profession.
Course Prerequisites
Prerequisite(s): ED7631, ED7641. Cannot be fulfilled by transfer.
Syllabus Course Grading
Grading Summary
Course requirements include the following etc...
Activity: Grade
Weight
(%):
Feedback
Rubric:
Scoring
Guide:
Participation: 15 %
Graded Activities Non Project:
Graded Activities HPI Intervention Project Proposal: 85%
u03a1- Statement of the Problem 15 Statement of
the Problem
u06a1- Non-Training Intervention 15 Non-Training
Intervention
u09a1- Implementation and Evaluation Plan 15 Implementation
and Evaluation
Plan
u10a1- HPI Intervention Project Proposal 20 HPI
Intervention
Project
Proposal

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Required Ungraded Activities
Activity: Grade
Weight
(%):
Feedback
Rubric:
Scoring
Guide:
u08a1- Proposed Solution 20 Proposed
Solution
u01s1 - Activity Overviews
u01s2 - What You Need to Know
u02s3 - Prepare: Select a Project Topic
u03s3 - Plan: Collect Intervention Ideas

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u06s4 - Prepare: Proposed Solution
u09s3 - Prepare: Putting Your Project Together
Syllabus Course Materials
Required
The materials listed below are required to complete the learning activities in this course.
Integrated Materials
Many of your required books are available via the VitalSource Bookshelf link in the courseroom,
located in your Course Tools. Registered learners in a Resource Kit program can access these
materials using the courseroom link on the Friday before the course start date. Some materials are
available only in hard-copy format or by using an access code. For these materials, you will receive
an email with further instructions for access. Visit the Course Materials page on Campus for more
information.
Book

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Gilbert, T. F. (2013). Human competence: Engineering worthy performance (tribute edition).
San Francisco, CA: Pfeiffer. ISBN: 9780787996154.
Library
The following required readings are provided in the University Library or linked directly in this
course. To find specific readings by journal or book title, use Journal and Book Locator. Refer to
the Journal and Book Locator library guide to learn how to use this tool.
Binder, C. (2017). What it really means to be accomplishment based. Performance
Improvement, 56(4), 20–25.
Chevalier, R. (2014). Improving workplace performance. Performance Improvement, 53(5), 6–
19.
Dean, P. J. (2016). Tom Gilbert: Engineering performance with or without training.
Performance Improvement, 55(2), 30–38.
Graves, R. (2015). Employing incentive programs to close performance gaps. Performance
Houger, V. P. (2015). How program design affects program performance and participant
motivation. Performance Improvement, 54(7), 10–18.
Hur, Y. (2018). Herzberg’s two-factor theory of motivation in the public sector: Is it applicable
to public managers? [PDF]. Public Organization Review, 18(3), 329–343.
Kaufman, R. (2015). Responsive and responsible motivation: Overcoming the Whac‐A‐Mole
approach to performance improvement. Performance Improvement, 54(5), 9–15.
Klein, D. (2016). Competency‐based evaluation: A paradigm change. Performance
Pershing, J. A. (Ed.). (2006). Handbook of human performance technology: Principles,
practices, and potential (3rd ed.). San Francisco, CA: Pfeiffer.
Phillips, J. J., Phillips, P. P., & Schell, S. C. (2015). The value of motivation: How to measure
the value, impact, and ROI of motivational projects, programs, and events. Performance
Skillsoft. (n.d.). Organizational behavior: Dynamics of a positive organizational culture
[Tutorial].
Trosten‐Bloom, A., Deines, T., & Carsten, T. (2014). Positive performance management: Bold
experiments, provocative possibilities. Performance Improvement, 53(5), 26–37.
Van Tiem, D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of performance
improvement: Optimizing results through people, process, and organizations (3rd ed.). San
Francisco, CA: Pfeiffer.
West, J. (2016). Geary Rummler, Ph.D: Managing performance in the white spaces.
Performance Improvement, 55(4), 41–47.
Wittkuhn, K. D. (2017). The future is now: First ideas on how human performance
improvement is going to change. Performance Improvement, 56(4), 6–10.

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Yang, Q., & Wei, H. (2017). Ethical leadership and employee task performance: Examining
moderated mediation process. Management Decision, 55(7), 1506–1520.
External Resource
Please note that URLs change frequently. While the URLs were current when this course was
designed, some may no longer be valid. If you cannot access a specific link, contact your instructor
for an alternative URL. Permissions for the following links have been either granted or deemed
appropriate for educational use at the time of course publication.
Bellenger, G. (2004). Systems thinking: Root cause analysis. Retrieved from
http://www.systems-thinking.org/rca/rootca.htm
ISPI. (n.d.). CPT recertification. Retrieved from https://ispi.org/page/CPTRecertification
Johns, E. (2009). Education leaders at odds over application for large federal grant.
Retrieved from http://www.startribune.com/education-leaders-at-odds-over-application-for-
large-federal-grant/79431482/
Learning Theories. (n.d.). Retrieved from https://www.learning-theories.com/
Suggested
The following materials are recommended to provide you with a better understanding of the topics
in this course. These materials are not required to complete the course, but they are aligned to
course activities and assessments and are highly recommended for your use.
Optional
The following optional materials are offered to provide you with a better understanding of the topics
in this course. These materials are not required to complete the course.
Projects
Project HPI Intervention Project Proposal
Project Overview

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For this course project, you will select a performance improvement project to work on throughout
this course. You are welcome to continue working on the same project you used in previous
courses, or you may choose to begin another one. Preferably, your project will be a real situation in
an environment that is familiar to you. The project must involve a performance gap that can be
defined in terms of accomplishments rather than behaviors. The performance gap must impact the
accomplishment of organizational goals in some way. Be sure to select a project that is still in the
future and does not already have a predetermined solution.
You may refer to some of the chapters in the Handbook of Human Performance Technology e-
book. Try to select a performance gap that is clearly linked to overall organizational goals. It is very
important to nail down a precise definition of the performance gap, so please be specific. Ask
yourself:
Whose performance is at issue?
Just what is the desired performance—defined as accomplishments?
How do you measure the performance and, therefore, quantify the gap (difference between
the current and the desired performance)?
If we cannot clearly define the performance gap that we are trying to close, then we risk selecting a
great solution for the wrong problem. As stated by Mager (1997) ". . . if you're not sure where
you're going, you are liable to end up someplace else—and not even know it" (p. vi).
Note: For your final assignment in Week 10, you will edit the proposal to incorporate instructor
feedback from previous assignments (in Weeks 3, 6, 8, and 9) and remove redundancies and add
transitions as needed. You will also need to add some finishing touches such as a formal cover
page, a table of contents, and front matter.
Additional Requirements
Your final course project should also meet the following requirements:
Written communication: Written communication is free of spelling, grammar, and
punctuation errors that detract from the overall message. The proposal itself is an example of
the kind of work you do and the quality of the products you produce. Thus, effective written
communication is one of the core competencies of this course and contributes to your final
score in this course. In this case, your writing must also be persuasive so you gain approval
for your recommendations. Read your proposal aloud to catch any awkward phrasing. Make
sure there is a logical flow to your presentation in each section. Make sure you are using
good introductions, summaries, and conclusions. Make sure each paragraph has a topic
sentence.

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APA formatting: Resources and citations are formatted according to current APA Style and
Format guidelines. However, because many learners will actually submit their proposals to
their client organizations, you may deviate from APA style for certain formatting that is more
common in business communications. We will refer to this as business style. You may
choose to single-space rather than double-space the body paragraphs. You may use
numbered and bulleted lists. You may also use bold font formatting. You will insert all tables
and figures in the appropriate position in the body of the paper rather than at the end as you
would do for a manuscript you are submitting for publication. Any deviations from APA format
must be done in such a way that they enhance clarity and readability of the proposal.
Number of resources: There is no minimum number of resources.
Length of paper: No minimum length of paper. Paper must be typed double-spaced pages.
Font and font size: Times New Roman, 12 point.
Make sure you have a current copy of the Publication Manual of the American Psychological
Association. This is a desk reference that you should frequently consult. You may also wish to use
some of the resources and online tutorials provided by the Writing Center.
Reference
Mager, R. (1997). Preparing instructional objectives (3rd ed.). Atlanta, GA: Center for Effective
Performance.
Project Components
Activity Grade
Weight
(%)
u03a1 - Statement of the Problem 15
u06a1 - Non-Training Intervention 15
u09a1 - Implementation and Evaluation Plan 15
u10a1 - HPI Intervention Project Proposal 20
u08a1 - Proposed Solution 20
Unit 1 Human Performance Improvement Intervention
Introduction

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Think of systems you have needed interventions with. What went well and what did not? When the
intervention went off the rails, can you pinpoint where the problem was? In this course, you will be
studying HPI intervention models. You will learn how these models can be used to diagnose
performance problems, plan solutions, and set priorities.
To-Do List:
Discussion: Examine the difference between behavior and accomplishment.
Discussion: Practice identifying root causes.
What You Need to Know: Get introduced (or reintroduced) to the work of the late Thomas
Gilbert, one of the founders and leaders of the performance improvement field.
Learning Activities
Discussion Overview
In the first discussion this week, you will learn about the difference between behavior,
accomplishment and worthy accomplishment. In this week's second discussion, you will practice
identifying root causes.
Intervention
In a healthy system, often problems or issues arise that require interventions to restore
equilibrium to the system. This is true of all systems—family systems, environmental systems,
or plumbing systems! Sometimes, experts in a particular system will be called in to conduct the
intervention. They know the right questions to ask, are able to see patterns that contribute to the
problems, are familiar with solutions that have been tried and which ones work when, and have
the right tools for the job. The best ones speak with authority based on experience, articulate
the problem, solution, and relationship between them clearly, and set everyone at ease with
their confident style. We are happy to follow their lead.

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Thomas Gilbert is one of the founders of the performance improvement field. He expanded the
vision beyond training to consider other factors that impact performance improvement. His Human
Competence: Engineering Worthy Performance text was originally published in 1978, but is still
considered a classic in the field. This week, you will learn about Gilbert's behavioral engineering
model (BEM) and his related PROBE model. You will learn how these models can be used to
diagnose performance problems, plan solutions, and set priorities.
Gilbert's Behavior Engineering Model.
View this media for an interactive image of the Gilbert model.
If you compare the weekly titles in this course with Gilbert's BEM, you will
discover that Weeks 3–6 each address one of the cells in this model and Week 7
addresses the last two cells together. This model is elegant in its simplicity and
easy to explain to clients, so you should learn this model inside and out and add it
to your performance consultant's tool kit.
San Francisco, CA: Pfeiffer.
Read Chapter 1, " A Leisurely Look at Human Performance, " pages 13–28.
Read Chapter 2, "Measuring Human Competence," pages 43–53 and 59–72.
Read Chapter 1, "Overview of Performance Improvement."
Read Chapter 2, "Performance Improvement/HPT Model—An Overview."
Read Chapter 3, "Change Management."
Gilbert's Behavioral Engineering Model: Knowledge Check.
Complete the quiz in this media. The quiz is not graded, but your understanding of
Gilbert's model is important. You will have an opportunity to retest your knowledge of
the model in Week 7 of this course.
Dean, P. J. (2016). Tom Gilbert: Engineering performance with or without
training. Performance Improvement, 55(2), 30–38.
Bellenger, G. (2004). Systems thinking: Root cause analysis. Retrieved from
http://www.systems-thinking.org/rca/rootca.htm
This resource can help to define the performance gap and identify root causes for your
performance improvement project.

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EDD Discussion Scoring Guide
Course Resources
u01d1 - Write Your Discussion Post
Distinguishing Between Behavior and Accomplishment
Read the Discussion Participation Scoring Guide to learn how the instructor will evaluate your
discussion participation throughout this course.
In Chapter 1 of your Human Competence text, use Table 1-1 to illustrate the difference between
behavior and accomplishment. While we can count behaviors, such as the target shooting
behaviors in Table 1-1, the critical thing to focus on is accomplishment—how many times the
shooters hit the target. Gilbert also gives us a simple formula for judging whether our
accomplishment is worthy—whether it has value, usually monetary value.
For this discussion:
Use Gilbert's First Leisurely Theorem media.
Describe an activity in your work, in terms of worthy performance. What do you
accomplish, in terms of measurable, valuable results? What is the cost of the behavior
you put into this activity (the amount of pay you receive, as you carry out the behaviors
needed to accomplish the results, as well as other costs)?
Describe another activity in your work, in the same terms. This time, find an activity that
may have more or less worth—an activity that costs more to produce results, or an
activity that produces less valuable results than the first activity.
Compare these two activities.
What did you learn by calculating the worth of these two activities? How can these
lessons and ideas be applied to whole organizations?
Response Guidelines
Read the posts of other learners and respond to at least one. Comment on the implications of the
results that the learner focuses on. Can you add to the implications already mentioned?

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The Behavioral Engineering Model
Gilbert's BEM is a very powerful tool for many stages in the human performance technology model.
It can be used to both identify root causes of poor performance, as well as to design interventions
to address those root causes.
Use Table 3-6 on page 93 of your Human Competence text to identify the root cause or
causes of a performance problem you or your work unit is encountering right now.
Write a post of approximately 200 words, identifying the performance problem and its root
causes.
Identify one or more causes of this poor performance (lack of information, lack of necessary
tools, et cetera).
Describe the symptoms of the performance problem. Identify any performance gaps between
levels of desired performance and present performance.
Discuss what you learned from using the BEM to understand the root causes of poor
performance in this situation.
Response Guidelines
Read the posts of other learners and respond to at least one, using critical thinking to identify
strengths and development needs in their posts.
Course Resources
Unit 2 HPI Intervention Selection Process
Introduction
The Performance Gap

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Just as there are many different kinds of performance problems and causes, so are there many
solutions or performance improvement interventions. A quick scan of the texts for this course will
reveal dozens—even hundreds—of potential interventions to improve performance. By helping you
to more accurately assess the problem you are facing, root cause analysis will help you narrow
down the possible interventions to arrive at the most likely solution to the problem.
To-Do List:
Discussion: Discuss the relationship between ethical leadership and employee
performance.
What You Need to Know: Focus on the factors you need to consider when deciding on
interventions for your performance issue. Also consider the ethical requirements of the field.
Prepare: Select a performance improvement project to work on during this course.
Learning Activities
Discussion Overview
For your discussion this week, you will discuss the relationship between ethical leadership and
employee performance.
Intervention Selection Process
This week, you will study the intervention selection process itself and the many factors you must
consider when you narrow down the list of potential interventions to make your final
Do you remember hearing the phrase jumping to solutions? This often happens when people
confuse the symptoms of a problem with the cause of the problem. And it is so easy to do! And
it is so ineffective! How does one go about selecting appropriate solutions for the need? It goes
back to the root cause analysis: What is causing the performance gap?

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recommendations to resolve a performance gap. Each of the resources below will help you do that
work.
Read Chapter 4, "Overview of Performance Analysis."
Read Chapter 5, "Organizational Analysis."
Read Chapter 6, "Environmental Analysis."
Read Chapter 7, "Gap Analysis."
Read Chapter 8, "Cause Analysis."
Read Chapter 9, "Intervention Selection."
Read Chapter 3, "The Behavior Engineering Model, " pages 73–108.
Read Chapter 4, "The Performance Matrix," pages 111–142.
Read Chapter 39, "Using an HPT Model to Become Management's Partner," pages 924–
942.
Read "Using Content Analysis During Intervention Selection and Design," page 824.
Review Tables 9.4 and 9.5, pages 218–219.
Read "Phase Three, Intervention Selection, Design, and Development," page 205.
Read "What Is Performance Architecture?" pages 42–48.
Read "Intervention Selection," pages 21–23.
Read "Feasibility Analysis," pages 23.
Selecting Interventions for Human Performance Improvement [PPT].
View this PowerPoint presentation, paying careful attention to the process steps and
the factors to consider before making final intervention selections.
Ethics
The International Society for Performance Improvement (ISPI) has defined a code of ethics for
performance consultants. This code contains a number of items related to intervention selection. In
this unit, you will review the ISPI code of ethics, browse through a couple chapters about ethics in
your texts, and discuss possible ethical issues. The ISPI code of ethics is based on the following
seven principles:
Add value.
Promote validated practice.

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Collaborate.
Engage in continuous improvement.
Exhibit integrity.
Preserve confidentiality.
Cultivate trust.
Performance improvement consultants can encounter ethical challenges in the course of their
work. These principles, promoted by leading professional organizations, can help guide
consultants to make ethical decisions in their work.
Yang, Q., & Wei, H. (2017). Ethical leadership and employee task performance: Examining
moderated mediation process. Management Decision, 55(7), 1506–1520.
Chapter 44, "Standards and Ethics in Human Performance Technology," pages 1024–
1046.
Chapter 45, "Professional Ethics," pages 1047–1066.
ISPI. (n.d.). CPT recertification. Retrieved from https://ispi.org/page/CPTRecertification
On this page, scroll down and download Recertification Application. Page 8 of this
document has the code of ethics for performance consultants from the ISPI. Review
this code of ethics. You do not need to concern yourself with the rest of the application
document for the purposes of this course. You may wish to print this for later reference.
These principles are complemented by the Code of Ethical Standards of the
International Board of Standards for Training, Performance, and Instruction, cited
in your textbook readings in the study activities for this unit.
Ethical Leadership and Employee Performance
Using your readings to date, discuss the relationship between ethical leadership and employee
performance. Is there a relationship? If so, what is it? How strong is it? How does it manifest itself
in leadership behavior?

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Course Resources
Response Guidelines
Read the posts of your peers and respond to one. How does their analysis compare to yours?
What questions do you have of them?
u02s3 - Prepare: Select a Project Topic
Read the course project description to learn the requirements for your final project.
The focus of this course is to design solutions to resolve performance gaps. In real life, you will
typically be presenting your solution to key stakeholders to obtain their approval to proceed and to
allocate the required funds and staffing. Thus, this course project is structured as a proposal that
you can present to the client. As a performance improvement consultant, you should be
collaborating with your key stakeholders to formulate this proposal. The proposal should be written
so that these key stakeholders can in turn present your proposal to their management for approval.
You will be required to complete the following assignments due at the end of these units:
Unit 3: Statement of the Problem.
Unit 6: Non-Training Intervention.
Unit 8: Proposed Solution.
Unit 9: Implementation and Evaluation Plan.
Unit 10: HPI Intervention Solution Proposal.
Course Project Selection
In this unit, you will select a performance improvement project to work on during this course. You
may continue to work with the same projects from earlier courses or you may choose another one.
Be sure to select a project that is still in the future and does not already have a predetermined
solution. Do your best to identify the performance gap and the cause of the gap. You may refer to
some of the chapters in the Handbook of Human Performance Technology e-book. Although you

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are defining your performance problem now, we will not actually be recommending solutions until
Week 8.
Try to select a performance gap that is clearly linked to overall organizational goals. It is so
important to nail down a precise definition of the performance gap. Be specific. Whose
performance is at issue? Just what is the desired performance—defined as accomplishments?
How do you measure the performance and, therefore, quantify the gap (difference between the
current and the desired performance)? If we cannot clearly define the performance gap that we are
trying to close, we risk selecting a great solution for the wrong problem. As stated by Mager (1997),
". . . if you're not sure where you're going, you are liable to end up someplace else—and not even
know it (p. vi)." At this point, you should not try to identify interventions to resolve the performance
gap or even discuss ways to close the gap. You need to keep an open mind about a solution to the
performance problem, at least until Unit 8.
Use the Final Project Template [DOC] list to create your paper and review the Statement of the
Problem assignment description for requirements. This short paper should introduce your course
project and explain why it is important.
Reference
Mager, R. (1997). Preparing instructional objectives (3rd ed.). Atlanta, GA: Center for Effective
Performance.
Unit 3 Information Interventions
Introduction
Information Please!
Imagine you are starting a new job, but no one tells you what you are expected to do. Or,
perhaps you are told what to do, but not that you are expected to follow a specific procedure to
get the job done. Suppose that you have been working at this job for two weeks and have not
received any feedback indicating whether your accomplishments meet expectations:
How would you feel?
Do you think you would be working at peak performance under these circumstances?

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To successfully perform tasks, there are four categories of information that must be provided:
expectations, feedback, work guidelines, and data. These are the focus of information
interventions.
To-Do List:
Assignment: Draft the Statement of the Problem section of your course project.
Discussion: Discuss how an information intervention might help address the performance
gaps in your organization.
What You Need to Know: Study the first cell in Gilbert's model—Information.
Plan: Create a Log of Interventions to collect intervention ideas as you proceed through the
course.
Learning Activities
Discussion Overview
Identify and analyze a situation in your organization that requires an information intervention.
Assignment Overview
Your assignment this week is to draft a statement of the problem for your performance
improvement proposal.
Information
This is the first in a series of units exploring the many different kinds of potential interventions. Two
of the primary textbooks for this course are filled with information about various interventions:

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Fundamentals of Performance Improvement: Optimizing Results Through People, Process,
and Organizations.
Human Competence: Engineering Worthy Performance.
Both are good resources for future reference about interventions.
This week's readings focus on the first cell in Gilbert's BEM—Information. This cell contains three
main topics—expectations, feedback, and work guidelines. A fourth topic, data, could also be
included.
Expectations
Expectations can be expressed in formal organizational documentation, such as mission, vision,
and values statements or job descriptions. They could be built into task assignments, such as the
tolerances and specifications in a blueprint. There may be other formally documented standards of
performance. Perhaps, they are informally communicated on the job by supervisors and peers. If a
worker is not performing as expected, then first ask how those expectations are being
communicated to the worker.
Feedback
You will read about some formal feedback programs such as 360-degree feedback and
performance appraisals. Do not overlook the power of the informal and often impromptu feedback,
such as a smile, a question, or a passing comment to guide a worker's performance in the desired
direction. Pay attention to ways of providing both confirmative and corrective feedback.
Confirmative feedback assures the performer that they are on the right track and corrective
feedback helps them get back on track.
Work Guidelines
Work guidelines simply communicate how the task is to be completed. Job aids are useful tools
here. Documented work instructions are a vital component of such quality initiatives as ISO 9000.
It is important to note that work guidelines do not teach a person the knowledge or skills to
complete the task. Remember that Information is one of the environment cells in Gilbert's model. It
addresses those items external to the individual, whereas knowledge and skill are internal to the
individual. Therefore, work guidelines communicate the standards or expectations for steps in
performing the task. They may also be reminders of steps in a procedure or process. Such
consistency is important in quality programs.
Data

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To perform a task efficiently, the worker must have easy access to necessary data, such as codes,
interest rates, phone numbers, prices, and costs. Many types of data are subject to frequent
change, so you want to discourage workers from memorizing it. Instead, you want to make the
most current data easily accessible. Look for interventions to accomplish this.
Read Chapter 6, "Information and Competence."
Read Chapter 15, "Organizational Communication Interventions."
Read Chapter 13, "Personal Development Interventions."
Read Chapter 12, "Job Analysis/Work Design Interventions."
Read Chapter 26, "Knowledge Management, Organizational Performance, and Human
Performance Technology," pages 619–639.
u03a1 - Statement of the Problem
For this assignment, you will identify the problem you will be addressing for your course project.
This may be an issue identified in a previous course or you may select a new one.
Instructions
Complete the following:
Select a performance improvement project to use in this course.
Complete the Statement of the Problem section of your proposal. Use the Statement of the
Problem Template [DOC].
Describe the performance problem and give particular attention to Gilbert's definition of
worthy performance—valuable accomplishments that outweigh the cost of the behavior that
brings about these accomplishments. Focus on performance problems that contain

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measurable performance issues, results that are valuable to the organization, and costly
behavior.
While you will not be expected to offer a detailed analysis of the value of the accomplishments and
cost of behavior at this time, make an initial analysis of the situation, in Gilbert's terms. Discuss
how the organization is losing profit, productivity, quality, and so on, as a result of this performance
problem.
Submit your completed assignment in the assignment area.
Read the course project description as well as Statement of the Problem scoring guide to ensure
you meet the requirements for this assignment.
Your assignment should also meet the following requirements:
Template: Use the Statement of the Problem Template to complete this assignment.
Font and Font Size: Times New Roman, 12 point, double-spaced.
Length: There is no designated length.
Formatting: Resources and citations are formatted according to current APA Style and
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following
course competencies and assignment criteria:
Competency 1: Analyze systems for performance strengths and deficiencies.
Analyze a performance gap in measurable terms.
Describe a performance problem.
Identify the root causes of a performance gap.
Analyze the significance of a performance gap for an organization.
Competency 3: Evaluate workplace performance, learning strategies, and interventions.
Analyze how stakeholders impact or are impacted by an identified performance gap.

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Competency 5: Communicate in a manner that is scholarly, professional, and consistent with
Organize content so ideas flow logically with smooth transitions.
Apply the standard writing conventions for the discipline, including structure, voice,
person, and tone.
Adhere to the rules of grammar, usage, and mechanics.
Information Interventions for Your Course Project
Consider this question: How might an information intervention help address the performance
gaps in your organization?
Use what you have learned in this unit and write a 200–300-word description of a possible
information intervention that might address a performance gap in your organization. This may
be a performance gap you have identified for your project, or it may be a completely separate
performance gap.
Use this outline to describe a possible information intervention:
Intervention title.
Purpose.
Target audience.
Theory. (Describe the theory that undergirds your design of the intervention.)
Timing. (How long will it take to implement the intervention?)
Requirements. (What kinds of logistical and other elements are required to make the
intervention work?)
Design description. (Give a detailed description of the critical elements of the
intervention, the sequence or arrangement of these elements, and any other
description that will help you or others create the supporting material that will
implement the intervention.)
Response Guidelines
Read the posts of your peers and respond to at least two, completing the following.

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Begin each response with constructive reflection on an idea or a viewpoint expressed by the
learner.
Provide comments that enrich the understanding of at least one potential topic.
Relate your response to specific learning or resources from this course.
Course Resources
Collect Intervention Ideas
As you explore the many interventions this week, create a Log of Interventions. Also include
indicators why a particular intervention should be considered. You may have several interventions
for each situation. Continue to keep this log as you proceed through the weeks of this course. It will
be useful to you when it becomes time for you to select you own interventions.
Unit 4 Resources and Structure Interventions
Introduction
Work Environment
Have you ever been stymied in attempting to complete a job because you lacked the right
equipment? Have you ever worked without direction at a task with other people because no one
had figured out a way to organize the work process? If you consider a lifetime of work
experiences, more than likely you answered yes to both questions. Our inability to complete a
particular job task probably had little or nothing to do with our abilities, but it may have had a lot
to do with a poorly organized work environment.

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This unit focuses on the second cell in Gilbert's BEM—Resources. The resources cell includes
many environmental factors that must be in place to achieve high performance levels.
To-Do List:
Discussion: Create a cross-functional flowchart for a process and analyze your experience.
Discussion: Analyze a work process from a performer's perspective.
What You Need to Know: Explore the second cell in Gilbert's model—Resources.
Plan: Continue to add to your Log of Interventions.
Learning Activities
Discussion Overview
In this week's first discussion, you will create a cross-functional flowchart for a process and
analyze your experience. In the second discussion, you will analyze a work process from a
performer's perspective.
Work Environment
This unit focuses on the second cell in Gilbert's BEM—Resources. The resources cell includes
many environmental factors that must be in place to achieve high performance levels. These
include:
Tools and equipment in proper working order.
Ergonomics and human factors.
Safety.
Sufficient materials of appropriate quality.
Adequate personnel time.
Access to leaders.
Organized work processes.

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Strategic alignment of workers, work processes, and organizational structure.
Functional work teams.
It is easy to remember that this cell in Gilbert's model includes tools, materials, and people. We
must also remember that it includes the very important topics of structure and process.
Geary Rummler and Alan Brache (1995), leading theorists in performance improvement, state"
If you pit a good performer against a bad system, the system will win almost every time.
We spend too much of our time 'fixing' people who are not broken, and not enough time
fixing organization systems that are broken. (pp. 15–16)
In this unit, we will take a good look at organizations as systems.
Is It Analysis or Intervention?
As you read some of the study activities for this week and participate in the discussions, you may
wonder if techniques such as process mapping are really interventions or just more analysis tools.
The answer is: they are both. The initial cause analysis may have identified a deficient or inefficient
process, but it may not have provided the details identifying the parts of the process that could be
improved. Process mapping is an analytical tool that will reveal specific problems with the process.
Like the zoom feature on a camera lens, you are zooming in to look more closely at each step in
the process. The closer you look, the gaps, bottlenecks, and other deficiencies in the process
become more apparent and the solutions are more obvious.
The mere act of mapping the current and desired process is an intervention because you have
focused the attention of the workers on the process steps and indices, which may result in changes
in their behaviors. Until you map the process, you will not know if it is the process that needs fixing
or if the process is fine but the workers are not following it. The resulting map documents the
process and can serve as a work guideline as described in Week 3.
Similarly, you will need to use other, more detailed, analytical tools to zoom in and get a closer look
at materials inventory, staff loading, equipment usage and repair records, work-related injuries, and
safety violations. Record-keeping alone is an intervention—it is the first step in behavioral
modification programs. Once you have visibility of a problem, the appropriate solution becomes
more obvious.
Chapter 12, "Job Analysis/Work Design Interventions."
Chapter 16, "Organization Design and Development."
Chapter 17, "Financial Systems Interventions."

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Chapter 21, "Shifting Organizational Alignment From Behavior to Values," pages 498–
515.
Chapter 28, "Workplace Design," pages 665–691.
Chapter 42, "Anatomy of Performance," pages 986–1007.
Chapter 52, "Aligning the Human Performance System," pages 1190–1223.
West, J. (2016). Geary Rummler, Ph.D: Managing performance in the white
spaces. Performance Improvement, 55(4), 41–47.
View the Cross-Functional Flowchart Template [DOCX] and take a print out of the template. Be
prepared to complete a process map for your course project or another process. You will learn how
to use a cross-functional flowchart to map a process and identify bottlenecks and inefficiencies.
Reference
Rummler, G. A., & Brache, A. P. (1995). Improving performance: How to manage the white space
on the organization chart (2nd ed.). San Francisco, CA: Jossey-Bass.
Process Map
Select a process related to your performance improvement project, which you defined in Unit
1, or one from your own work experience that could use some improvement. Make sure that
the process you select involves multiple job roles or departments.
Print the Cross-Functional Flowchart Template [DOCX] and follow the instructions to sketch
the process as it exists. If you have access to Microsoft Visio, you will find templates for
cross-functional flowcharts there.
Be sure to sketch the process in its current state, noting any unusual delays or potential
areas of improvement in the process.
Refer to the examples of cross-functional flowcharts on page 1003 of the Handbook of
Human Performance Technology.
Post the process map with a description of your experience in mapping this process.

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Course Resources
Are there areas of the process that are fuzzy?
Are there any unusual delays?
Are there areas that obviously need some improvement?
Are there areas that require some measurement or further analysis before you
recommend any changes?
Do you see any ways to improve this process, based on your analysis so far? If so, how
might the organization gain from this process improvement?
Response Guidelines
Read the posts of your peers and respond to at least one, completing the following.
learner.
Human Performance Systems
Refer to the diagrams of human performance systems on pages 992 and 1202 of the
Handbook of Human Performance Technology e-book.
Select a job performer who is at the center of the performance gap that you described
in your Statement of the Problem assignment in Week 3.
With that job in mind, how well are all of the conditions in Figure 42.3 on page 992
satisfied?
Where could there be some improvement?
Look at the job situation from the performer's viewpoint as shown in Figure 52.7 on
page 1202.

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What do you think is the performer's perception of the four system variables:
direction, support, consequences, and feedback?
Post a description of your findings for each of the above analyses.
Identify and discuss what types of improvements are needed.
Response Guidelines
Read the posts of your peers and respond to at least one, completing the following:
learner.
Course Resources
Continue to add to your Log of Interventions. Include indicators that a particular intervention should
be considered. You may have several interventions for each situation. Continue to keep this log as
you proceed through the weeks of this course. It will be useful to you when it becomes time for you
to select you own interventions for the Proposed Solution assignment in Week 8.
Unit 5 Incentive Interventions
Introduction

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Gilbert (2013) distinguishes between two aspects of motivation:
Incentives are the external rewards available in the work environment.
Motives are the internal desires of the individual.
To-Do List:
Discussion: Identify and discuss how an incentive intervention might help to address the
What You Need to Know: Explore the third cell in Gilbert's model—Incentives.
Reference
Gilbert, T. F. (2013). Human competence: Engineering worthy performance (tribute edition). San
Learning Activities
Discussion Overview
Identify and discuss how an incentive intervention might help to address the performance gaps in
your organization.
Why Should I?
Have you ever worked in a position where you were penalized for doing a good job?
Unfortunately, this happens all too often. Consider the salaried employee who is always asked
to do the more difficult and demanding tasks because she can be relied upon to do a good job.
The employee will eventually resent having to stay late and work overtime—usually without
additional compensation—while the less capable coworkers go home on time every night.
Consider also the worker who is derided and shunned by his peers for raising the productivity
bar. This productive worker will either resign or slow his production to a level that pleases his
coworkers.

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Incentives
This week, you will explore the third cell in Gilbert's BEM—Incentives. The key factors in the
Incentives cell are:
Adequate financial compensation contingent upon performance. This includes not only direct
pay, but also benefits and valuable perks such as a company car.
Non-monetary rewards and recognition and status perks such as a corner office. This
includes inexpensive trinkets, achievement certificates, and both public and private
commendations. Most important, it includes the all-powerful, "Thank you for a job well done."
This aspect of incentives is very closely linked with feedback as discussed in Week 3.
Career development opportunities. This includes monetary support for attendance at
professional conferences, opportunities to develop new skills, and opportunities to
demonstrate capabilities that could lead to promotion or greater responsibility.
Alignment of Consequences
Look also at the possibility that you may need to provide incentives for supervisors to support the
desired performance of their staff. Sometimes, the consequences and incentives are not as well-
aligned in the organizational structure as they should be. One company wanted all employees to
complete some training, but the first-line supervisors were not enthusiastic about releasing their
employees for the time to complete the training. The solution was to include an item in each senior
manager's bonus plan that was contingent upon all their subordinates meeting their training
requirements.
The following readings will expand your thinking around the concept of incentives.
Chapter 8, "Cause Analysis."
Chapter 10, "Motivation and Human Capital."
Chapter 20, "Motivating Individuals, Teams, and Organizations."

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"Financial Incentives That Create Value," pages 488–490.
Graves, R. (2015). Employing incentive programs to close performance gaps. Performance
Binder, C. (2017). What it really means to be accomplishment based. Performance
Johns, E. (2009). Education leaders at odds over application for large federal
grant. Retrieved from http://www.startribune.com/education-leaders-at-odds-over-
application-for-large-federal-grant/79431482/
Among the many ideas out there for improving school performance is giving teachers
incentive bonuses to use new teaching methods, but there is a lack of evidence that
such incentive programs improve teacher, student, or school performance. This article
discusses an audit of Minnesota's Q Comp program.
Complete the following self-paced tutorial, which explores how employees and employers impact
organizational culture.
Skillsoft. (n.d.). Organizational behavior: Dynamics of a positive organizational
culture [Tutorial].
Complete all of the topics in all of the lessons on the page. This tutorial runs
approximately 1 hour.
Incentives and Interventions for Your Project
Identify and discuss how an incentive intervention might help to address the performance
gaps in your organization.
Use what you have learned in this unit and write a 200–300-word description of a possible
incentive intervention that might address a performance gap in your organization. This may
be a performance gap you have identified for your project or it may be a completely separate
performance gap.
Use the following outline to describe a possible incentive intervention:
Intervention title.
Purpose.
Target audience.

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Theory. (Describe the theory or conceptual framework that undergirds your design of
the intervention. (Examples for this unit: Rummler's consequence tree and Herzberg's
two-factor theory.)
Description of successful examples from the literature. (Who has implemented a similar
intervention? What was the impact on performance?)
intervention work?)
implement the intervention.)
Response Guidelines
Review other learners' posts and add their ideas to your Log of Interventions. Respond to at least
one other learner. Focus your comments on the value of incentive interventions.
Course Resources
Unit 6 Motivation and Capacity Interventions

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Introduction
In Good to Great, Jim Collins (2001) says:
First Who . . . Then What. We expected that good-to-great leaders would begin by
setting a new vision and strategy. We found instead that they first got the right
people on the bus, the wrong people off the bus, and the right people in the right
seats—and then they figured out where to drive it. The old adage 'People are your
most important asset' turns out to be wrong. People are not your most important
asset. The right people are. (p. 13)
Reference
Collins, J. (2001). Good to great: Why some companies make the leap and others don't. New
York, NY: Harper Collins.
This week is about finding the right people to get on the bus, finding the right seats for them, and
then keeping them happy. This week addresses the last two cells in Gilbert's model—Capacity and
Motives.
To-Do List:
Assignment: Create a non-training intervention to address a performance issue in your work
organization.
Discussion: Analyze a job in your organization.
What You Need to Know: Explore the last two cells in Gilbert's model—Capacity and
Motives.
Prepare: Work on the Proposed Solution section of your course project due in Week 8.
Learning Activities
Discussion Overview

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Analyze a job in your organization for capacity and motivation using a job analysis job aid.
Assignment Overview
Create a non-training intervention for the performance issue identified in your performance
proposal.
Capacity
Capacity refers to the mental, emotional, and physical capacity of workers to perform the desired
tasks. One aspect of this cell is a good match between the abilities of the individual and the
requirements of the job or position. Thus, good selection processes are important here. This
category also includes flexible scheduling of the work to match peak performance capacity of the
workers. A final element for capacity is the use of prostheses or aids to augment physical capacity.
As you browse through the many capacity-related interventions in your texts, pay special attention
to those that are less familiar to you. There are many different aspects to this cell in Gilbert's
model.
Motives
Remember that motives are internal to the individual as opposed to incentives, which are provided
in the environment. The key factors in the motives cell are:
1. Assessment of people's motives to work.
2. Recruitment of people to match the realities of the situation.
The challenge in this area is to hire employees who are motivated to do the kind of work needed.
Then keep them happy by addressing all the factors in the environment in Gilbert's model. Provide
all the education and training they need and be flexible to allow them to work at their peak
performance. Another factor that influences internal motives is a sense of pride in the organization
and its contributions to society. A positive organizational image helps influence motives.

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Browse through the following:
Chapter 12, "Job Analysis/Work Design Interventions."
"Job Analysis Interventions," pages 291–295.
"Work Design Interventions," pages 295–308.
Chapter 13, "Personal Development Interventions."
"Emotional Intelligence," page 319.
"Social Intelligence," pages 319–320.
"Cultural Intelligence," pages 320–321.
"Communities of Practice," page 321.
Chapter 14, "HRD Interventions."
Pages 325–328.
"Health and Wellness," pages 339–340.
"Competencies and Competency Testing," pages 350–351.
"Succession Planning," pages 352–353.
"Leadership Development," page 354.
"Executive Development, pages 354–356."
"Management Development," pages 356–357.
"Supervisory Development," page 357.
Chapter 15, "Organizational Communication Interventions."
"Grievance Systems," pages 366–369.
"Dispute Resolution," pages 369–370.
"Social Media," pages 370–371.
Chapter 16, "Organization Design and Development."
Pages 386–391.
Chapter 20, "Motivating Individuals, Teams, and Organizations," pages 478–497.
Houger, V. P. (2015). How program design affects program performance and participant
motivation. Performance Improvement, 54(7), 10–18.
Kaufman, R. (2015). Responsive and responsible motivation: Overcoming the Whac‐A‐Mole
approach to performance improvement. Performance Improvement, 54(5), 9–15.
Review the following:
Chapter 10, "Motivation and Human Capital."

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Hur, Y. (2018). Herzberg’s two-factor theory of motivation in the public sector: Is it applicable
to public managers? [PDF]. Public Organization Review, 18(3), 329–343.
u06a1 - Non-Training Intervention
For this assignment, you will select one of the non-training interventions you wrote about from
Week 3 through this week and use it to create an intervention for the problem in your process
improvement project. When choosing an intervention, select one that may have repercussions for
other groups. For example, for various reasons the leadership team may not all be on board with
the chosen intervention. Some supervisors may not be skilled or knowledgeable enough to provide
the kind of support the intervention requires. Address your solution to these issues in your
requirements section.
Instructions
Complete the following:
Expand on the description and design of the intervention to give a full idea of how the
intervention would be constructed.
Group your design around these headings:
Intervention title.
Description of performance gap and root cause that will be addressed in this
intervention.
Purpose.
Target audience. (Include an explanation of how your chosen non-training intervention
will address the performance needs of the stakeholders.)
Theory. (Describe the theory that undergirds your design of the intervention.)
intervention work?)
If your intervention implementation is dependent upon the performance of an
additional target group (for instance leadership), document any additional
interventions to support those groups.

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implement the intervention. Further, identify how you will collaborate and communicate
with stakeholders to ensure their needs are being met throughout the design process.)
Tools. (Design and create any tools, such as job aids, that will be required for the
success of your intervention.
Font and Font Size: Times New Roman, 12 point, double- spaced.
Note: Your instructor may use the Writing Feedback Tool when grading this assignment. The
Writing Feedback Tool is designed to provide you with guidance and resources to develop your
writing based on five core skills. You will find writing feedback in the Scoring Guide for the
assignment, once your work has been evaluated. Learn more about the Writing Feedback Tool on
the course Tools and Resources page.
course competencies:
Analyze a performance gap and its root cause.
Competency 2: Select appropriate interventions that improve learning or performance.
Design a non-training intervention to address a performance problem.
Describe a sound theoretical framework for a non-training intervention design.
Identify critical elements in a non-training intervention design.

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Relate a chosen non-training intervention to the performance improvement needs of
stakeholders.
Competency 4: Apply a leadership perspective to communicating clearly and effectively with
Communicate clearly and effectively with stakeholders during the intervention design
selection.
Address all components of the assignment and use the assignment description to
structure text.
Address the appropriate audience, using familiar, discipline-specific language and
terminology.
Address assignment purpose in a well-organized text, incorporating appropriate
evidence and tone in grammatically sound sentences.
Motivation and Capacity Job Aids
Post an analysis of a job in your organization.
You should use a fictional name for the organization.
You may use the job aid from the Fundamentals of Performance Improvement e-book.
Read pages 281–298 in the Fundamentals of Performance Improvement e-book.
Complete "Performance Support Tool 12.1: Job Analysis Survey" on page 293.
Determine what capacities are required to do the job you analyzed.
Attach the support tool to your posts to this discussion.
Post a summary of the results that you obtained by completing the Job Analysis Survey.
Post the completed Job Analysis Survey along with your comments. Based on these results:
What are the implications for your organization?
What did you learn from completing these job aids?
How easy or difficult was it to complete these job aids?

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Response Guidelines
Read the posts of your peers and respond to one. Focus your comments on what was learned
through completing these job aids.
Course Resources
In Week 8, you will submit a draft of you proposed interventions for your course project. Read
through the Proposed Solution Template [DOCX] and the Proposed Solution Scoring Guide so you
understand what will be required of you for this section of the project proposal. This section
comprises the heart of your project proposal. Start working on it now so that you have the time to
complete a thoughtful, organized, and persuasive proposal.
Unit 7 Knowledge and Skill Interventions

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Training and Education Interventions
Training and education interventions are perhaps the most familiar to us, and thus we tend to
choose these solutions more often. As a performance consultant you may get a request for
training, when perhaps some other solution would be better. So, whenever you are considering
a knowledge intervention, stop and think about it first. Is there really a lack of knowledge? To
quickly confirm the need for a knowledge intervention, ask the following questions:
1. Could the people perform the task well if their lives depended on it?
2. Do high-performing people know something that others do not?
Introduction
The first task when considering this intervention is to determine if it is really needed. If the answer
to the first question in the above box is yes, then you should not provide training because your
participants would be bored, uncooperative, and possibly angry because of having to sit through
training they did not need. Instead, you should dig deeper and look more widely for the underlying
causes of low performance and consider other interventions. Only when you can confirm that
people really do not have the knowledge should you consider knowledge interventions.
To answer the second question in the box above, you would have to interview high-performing
people (exemplars) and their bosses, and possibly even observe their performance. If the answer
to the question is, "Yes, they do have some special knowledge or skill," then you should find out
what it is and share it with others to improve their performance on the job. If the answer to the
second question is "no," then look for other causes of low performance.
To-Do List:
Discussion: Discuss a knowledge and skill intervention that will address a performance
issue in your work organization.
What You Need to Know: Explore knowledge and skill interventions, the first cell in the
lower row of Gilbert's model.
Prepare: Work on the Proposed Solution section of your course project due in Week 8.
Learning Activities

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Discussion Overview
Identify and analyze skills and knowledge interventions.
This unit is about knowledge and skill interventions. This is the first cell in the lower row of Gilbert's
model. All of the cells in this row address factors within the individual.
Explore New Knowledge Interventions
Once you have confirmed that there is indeed a lack of knowledge or skill, then keep an open mind
as you explore the many interventions available to improve knowledge or skill. A quick review of
the study activities will reveal many options. Some may be very familiar to you and others may be
new. Take this opportunity to add new interventions to your toolkit and spend your time on the less-
familiar options.
Remember that as a performance consultant, you should have a broad awareness of many
different kinds of interventions so that you can recommend the most appropriate solutions. You are
not expected to be an expert in designing and developing all of them. You will most likely be
working with specialists for the actual development and implementation. You need to learn a little
bit about all of the options so you can make the best recommendations.
This week's readings explore interventions related to skills and knowledge:
Chapter 21, "Intervention Implementation and Maintenance."
"Learning Organizations," page 496.
Chapter 10, "Learning Interventions."
"Action Learning," page 263.
"Blended Learning," pages 263–264.
"Technical and Non-Technical Learning," pages 264–266.

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"Social Learning," page 266.
"Education," page 259.
"Training," pages 260–261.
"Interactive Learning Technologies," pages 267–268.
"Games," pages 272–273.
"Simulations," pages 273–274.
Chapter 13, "Personal Development Interventions."
"Coaching," pages 314–317.
"Mentoring," pages 317–319.
Chapter 7, "Knowledge Policy at Work."
Chapter 9, "Knowledge Strategies and Tactics."
Read two of the following chapters and browse through the rest:
Chapter 27, "Coming to Terms With Communities of Practice," pages 640–664.
Chapter 25, "The Fifth Discipline: A Systems Learning Model for Building High-
Performing Learning Organizations," pages 592–618.
Chapter 19, "Innovations in Performance Improvement With Mentoring," pages
455–477.
Chapter 18, "Distance Training," pages 437–454.
Chapter 17, "Games and Simulations for Training," pages 414–436.
Chapter 15, "Instruction As an Intervention," pages 335–369.
Learning Theories. (n.d.). Retrieved from https://www.learning-theories.com/
Browse this website for information on various learning theories.
Gilbert's Behavioral Engineering Model: Review.
Retake this quiz to ensure you have a well-grounded understanding of the model. This
quiz is not graded, but your understanding of the model is important.
Possible Knowledge and Skill Interventions for Project

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Course Resources
Discuss and describe how a knowledge and skill intervention might help address the
Use what you have learned this week and write a 200–300-word description of a possible
knowledge and skill intervention that might address a performance gap in your organization.
This may be a performance gap you have identified for your project, or it may be a
completely separate performance gap.
Use this outline to describe a possible knowledge and skill intervention:
Intervention title.
Purpose.
Target audience.
Theory. (Describe the theory or conceptual framework that undergirds your design of
the intervention. Examples for this week: Kolb's experiential learning theory and
Gagne's instructional events.)
Description of successful examples from the literature. (Who has implemented a similar
intervention? What was the impact on performance?)
intervention work?)
Design description. (This is not an implementation plan. Give a detailed description of
the critical elements of the intervention, the sequence or arrangement of these
elements, and any other description that will help you or others create the supporting
material that will implement the intervention.)
Response Guidelines
Review the posts of other learners and add their experiences to your Log of Interventions.
Respond to at least one other learner and focus your comments on the recommendations they
made for designing powerful learning experiences.

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In Week 8, you will submit a draft of you proposed interventions for your course project. Read
through the Proposed Solution Template [DOCX] and the Proposed Solution Scoring Guide so you
understand what will be required of you for this section of the project proposal. This section
comprises the heart of your project proposal. Continue working on your Proposed Solution so that
you have the time to complete a thoughtful, organized, and persuasive proposal.
Unit 8 Proposed Solutions
Introduction
Selecting an Intervention
Normally, you would not have a seven-week gap between defining the performance problem
and selecting interventions to resolve the performance gap! It usually takes a few hours to a
week to complete this step, depending upon the availability of all the key players. It is important
to complete this step in collaboration with your primary client, because they will be an invaluable
resource for identifying and evaluating critical factors that will influence the selection of
interventions for the proposed solution. Furthermore, they need to be 100 percent behind the
recommendations for a successful project.

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This week, you will make a final selection of interventions to use to resolve your performance
problem.
To-Do List:
Assignment: Draft and turn in the Proposed Solution section of your course project.
Discussion: Write an essay on making tradeoffs and setting priorities when selecting
interventions.
What You Need to Know: Explore knowledge and skill interventions, the first cell in the
lower row of Gilbert's model.
Learning Activities
Discussion Overview
Evaluate making tradeoffs and setting priorities when selecting interventions.
Assignment Overview
Complete the draft of the Proposed Solution section of your course project.
Gilbert's BEM has an implied priority for selecting interventions. Gilbert suggests that
environmental factors—information, resources, and incentives—will have the greatest results. He
further suggests that information interventions are more likely to be successful than resources
interventions, and so on. According to Gilbert, the numbering of the cells indicates the priority order
for selecting interventions. Consider these factors as you make a final selection of interventions to
resolve your performance problem.
As you weigh which interventions, you will select to address your performance issue these
resources will be of help to you:

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Chapter 9, "Intervention Selection."
Chapter 5, "Troubleshooting Performance."
Chapter 54, "Hidden Order of Human Performance Technology."
"Proposed Interventions and Considerations," pages 1268–1271.
Trosten‐Bloom, A., Deines, T., & Carsten, T. (2014). Positive performance management: Bold
experiments, provocative possibilities. Performance Improvement, 53(5), 26–37.
Chevalier, R. (2014). Improving workplace performance. Performance Improvement, 53(5), 6–
19.
Force Field Analysis.
This could also be a helpful tool to use when weighing the advantages and
disadvantages of each potential intervention you identify.
u08a1 - Proposed Solution
In Weeks 2 through 7, you explored many different interventions and kept a log to collect all of the
different intervention ideas. In the Week 6 assignment, you created a non-training intervention. In
the Week 7 discussion, you looked at possible skills and knowledge interventions. With the
conclusion of Week 7, you now have the information you need to write the Proposed Solution
section of you course project.
Gilbert's BEM has an implied priority for selecting interventions. Gilbert suggests that
environmental factors—information, resources, and incentives—will have the greatest results. He
further suggests that information interventions are more likely to be successful than resources
interventions, and so on. According to Gilbert, the numbering of the cells indicates the priority order
for selecting interventions. Consider these factors as you make a final selection of interventions to
resolve your performance problem. Be thoughtful about your intervention selections. This unit is
the very heart of the intervention selection process. It deserves careful consideration and attention.

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Instructions
Write the Proposed Solution section of your proposal, using the intervention ideas you have
collected over the last few weeks to help you select interventions for your performance
improvement project. Make sure to keep track of all the factors you considered and the thought
process you used to make your selections. (See the Proposed Solution Template [DOCX] to see
how this should look.)
You should recommend a minimum of three interventions for your project. Most people will have
more.
Part 1: Rationale
List your proposed interventions and document your rationale for recommending this particular set
of interventions in the Rationale section of your Proposed Solution. This is not only an important
part of your grade for this assignment, but it is also an important part of any proposal that you
would submit to stakeholders for approval of your recommendations.
1. List the interventions you are proposing and identify them by type.
2. Synthesize the factors below into a persuasive justification for the interventions you are
proposing. Make sure you do a good sales job of convincing the stakeholders to follow your
recommendations. The Rationale section accounts for a major part of your score on your
project. Make sure it is well written, well organized, and persuasive.
Root causes. The first priority is to select interventions that are likely to address the
root cause and close the performance gap. It is quite possible that you will have
several interventions that met this criterion. Then some other factors need to be
considered to make the final selection of interventions. Even if only one intervention
seems likely to resolve the problem, these factors should be considered.
Logistical constraints and limitations. All situations have some constraints and
limitations, such as:
Is the content subject to frequent change?
Are the employees in one or multiple locations?
Does the intervention involve segments of the organization or the entire
organization?
Is the intervention needed immediately, or is there time for development?
Are subject matter experts readily available?
What are the constraints and limitations for your project, considering that many
other constraints and limitations affect every situation, and all must be
considered when selecting interventions?
Side effects. Consider each of the affected groups in turn and imagine how they
might receive the intervention. Imagine the intervention in place. How might the

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situation change? Through visioning or group brainstorming, discern what side
effects might result from the intervention and determine if those side effects are
acceptable.
Estimated cost. The cost of the intervention is a major consideration. Estimate the
cost of the intervention and compare that with possible gain from implementing it.
This may be just a rough estimate since it is beyond the scope of this course to
address the details of cost-estimating. Consider the implications of allowing the gap
to remain which you defined in the Significance of the Problem section of your
Statement of the Problem assignment in Week 3. Is the intervention cost-effective?
Priorities. Since funding is usually limited, it may be necessary to establish priorities
for addressing performance gaps and implementing solutions. If your project has
more than one performance gap, decide which one is most important. If you are
planning more than a few interventions, can you afford to implement them all? If not,
you may need to phase them in slowly. The Pitera priority matrix by Lewis and Van
Tiem (2004) is a useful tool to help establish priorities for intervention
implementation.
Include that here if you are dividing the interventions into phases (some
postponed for later implementation).
Explain why you feel these interventions are the best solution to the
performance problem. If you considered and rejected some other
interventions, then explain that as well.
Include references to theory as appropriate to support your intervention
selection decisions.
Part 2: Intervention Design Specifications
Provide detailed descriptions of each intervention you are proposing. These specifications must
clearly communicate your expectations to colleagues or external vendors who might be involved in
the actual design, development, and implementation of the interventions. It must provide sufficient
detail about the nature and scope of the intervention for someone to estimate the time and cost to
develop it.
Template: Use the Proposed Solution Template to complete this assignment.
Font and Font Size: Times New Roman, 12 point, double-spaced.

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References: As required to support your ideas.
Analyze performance gaps and their root causes.
Competency 2: Select appropriate interventions that improve learning or performance.
List the proposed interventions and identify them by type.
Assess factors considered when determining suggested interventions.
Persuasively justify to stakeholders why this set of interventions provides the best
solution to the performance issue.
Detailed intervention descriptions clearly communicate expectations to all stakeholders
involved in the actual resourcing, design, development, and implementation of the
interventions.
Develop flow with organizational tactics, which recognize relationship between the
main topic and subtopics.
Organize content so ideas flow logically with smooth transitions.
Convey clear meaning through appropriate word choice and usage.

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Adhere to the rules of grammar, usage, and mechanics.
Tradeoffs and Priorities
Write and post a 200-word essay about making tradeoffs and setting priorities when selecting
interventions.
Include considerations such as budget, time, acceptability, and side effects.
Consider the role of the performance consultant as a partner with the stakeholders.
Response Guidelines
Read the posts of your peers and respond to one, completing the following.
learner.
Course Resources
Unit 9 Implementation and Evaluation Plan
Introduction
Implementation

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This week is a broad-brush overview of change management and project planning—two topics
designed to improve the likelihood of successful implementation.
To-Do List:
Assignment: Write your Implementation and Evaluation Plan for your course project.
Discussion: Reflect on the concept of planning ahead to facilitate the acceptance of change.
What You Need to Know: Focus on change management and project planning.
Prepare: Work on combining the component assignments to create the final course project.
Learning Activities
Discussion Overview
This week, you will discuss the benefits of planning to facilitate organizational change.
Assignment Overview
For this week's assignment, you will write the Implementation and Evaluation Plan for your course
project.
Change Management and Project Management
This week is about implementation. Let us suppose that you have selected the best suite of
interventions for your performance problem. Unless they are implemented properly, they will not
resolve the performance gap. Implementation is where the rubber hits the road! Be sure to
describe how you plan to track progress against your project plan and report status to
stakeholders. Do not forget to plan a celebration for the end of the project!

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You must ensure that the interventions are introduced tactfully to all stakeholders and that all
logistics are in place for a successful experience. The primary focus should be on identifying those
activities that are critical for project success. Think of these activities as support interventions that
will be added to the suite of interventions to help the stakeholders accept the change. Be very
specific in your change management plan regarding the steps you will take for each of the stages
of the change process. Be sure to include these steps in your Project Management Plan.
Every proposal has a Project Management Plan, describing how the project will be managed, what
resources will be required, and how long it will take. There are three parts to preparing your Project
Management Plan.
Work breakdown structure. For each intervention, think through all the steps that will be
required to design, develop, and implement the intervention. List these steps in an outline
form.
Resources. What resources will be required to design, develop, and implement each
intervention? Will you be using internal talent or contracting with external vendors? What
facilities and materials will be required?
Timeline. What are the major milestones in the design, development, and implementation of
your proposed interventions? Prepare a timeline in a Gantt chart format.
In the real world, your proposal would also need to include cost estimates. You certainly need to
consider relative costs when selecting interventions. However, the cost section has been omitted
from your course assignment to reduce complexity and to avoid distraction from the primary focus
—designing solutions to performance gaps.
Chapter 3, "Change Management."
"Address Stages of Concerns," page 73 (for Dormant's five stages and strategies
for acceptance).
Chapter 21, "Intervention Implementation and Maintenance."
Chapter 22, "Techniques for Implementation and Maintenance."
Chapter 23, "Overview of Evaluation."
Chapter 24, "Planning and Conducting Evaluation."
Chapter 40, "Managing Human Performance Technology Projects," pages 943–963.
Chapter 12, "Dimensions of Organizational Change," pages 262–286.

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Klein, D. (2016). Competency‐based evaluation: A paradigm change. Performance
Phillips, J. J., Phillips, P. P., & Schell, S. C. (2015). The value of motivation: How to measure
the value, impact, and ROI of motivational projects, programs, and events. Performance
u09a1 - Implementation and Evaluation Plan
The Implementation Plan is the third section in the body of the proposal, and for this course, the
last section. Normally, there would also be a cost section, but calculating the cost of the design and
development and implementation of the interventions is beyond the scope of this course.
The Implementation Plan has two major components:
1. Change Management Plan.
2. Project Management Plan with a timeline.
The purpose of this component is to lay out a detailed plan for the successful adoption of the
interventions and successful design, development, and implementation of the proposed
interventions.
Instructions
Use the Implementation Plan Template [DOC] to complete this assignment. Use APA and/or
business style. Include the following sections in your Implementation Plan:
1. Summary of Problem Statement and Proposed Solution.
Insert here the brief Summary of Problem Statement that you used in your Proposed
Solution. Add the list of proposed interventions. This section will serve to remind
your instructor about your project. It should be no more than a page in length.
2. Change Management Plan.
Describe your plan for addressing the five stages of the change process as defined
by Dormant (1999, as cited by Van Tiem, Moseley, & Dessinger, 2012). These are:
1. Awareness.
2. Curiosity.
3. Visualization.

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4. Tryout.
5. Use.
Describe for each stage the anticipated reaction of the users and the strategies you
will employ to facilitate acceptance of the change. Include an introduction and
summary for your change management plan.
Create a list or summary of the additional tasks or events required to support your
change management plan. Remember to include these strategies in your project
plan.
3. Project Management Plan.
Identify all the tasks that must be completed to design, develop, and implement your
proposed solution, including the change management strategies. If you have
divided your list of interventions into multiple stages or phases, then you only need
to create the Project Management Plan to cover the first phase. Sequence these
tasks or steps in the order in which they must be completed. Describe the resources
required to carry out this project plan, including people, time, materials, and
vendors.
Identify major milestones in the creation and implementation for each intervention
and for your change management strategies. Plot these major milestones on a
timeline such as a Gantt chart. Make sure your timeline is visible using Microsoft
Office software.
Describe your proposed procedures for tracking progress against your plan, taking
corrective actions as needed, and reporting status to stakeholders. How will you
close out the project when finished and celebrate? Additionally, address how you
will collaborate and communicate with stakeholders to ensure you are meeting their
needs.
Include an introduction and a summary for your project management plan.
4. Evaluation Plan.
Create a plan for collecting evaluation data about your interventions.
Reaction.
Learning.
Application.
Business impact.
Return on investment (ROI). (You are not expected to offer a detailed ROI
analysis in this course. In this course, offer some estimates of the cost of your
interventions and the financial benefits of the interventions.)
Emphasize in your plan how you will compare the post-intervention data with the
baseline data you collected for the performance gap information you offered in the
Week 3 assignment.

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Template: Use the Implementation Plan Template to complete this assignment.
Font and Font Size: Times New Roman, 12 point, single spaced.
References: As required to support your ideas.
Develop evaluation strategies to accurately gauge the impact of the performance
improvement plan.
Develop an implementation and evaluation plan for workplace performance
improvement.
Develop change management strategies to address identified organizational needs.
Develop a realistic project management plan for workplace performance improvement.
Communicate in a professional and scholarly manner.

EDD8534 Designing, Delivering, and Manag

EDD8534 Designing, Delivering, and Manag

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