Sub-competency 1: Identifies and analyzes learning and performance problems

Artifact 1: EDCI 52800 – Performance Analysis, Solutions, and Evaluation

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Sub-competency 3: Develops an evaluation plan for a project based on stated goals and recognized standards

Artifact 3: EDCI 52800 – HPT Solutions and Evaluation Plan

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Out of all my classes, EDCI 52800 was the most impactful to my career goals as I had previously identified human performance technology as a performance gap in my own professional development. This course consisted primarily of two major assignments. The first assignment was to conduct a performance analysis of an organization I had previously worked for or was currently connected. I chose to identify the current performance gaps within the Girl Scouts of Greater Chicago and Northwest Indiana organization. The second assignment was to design interventions and a systemic evaluation of my proposed solutions. Combining my previous experience of the Girl Scouts from a volunteer and staff member perspective with my newly acquired knowledge from Stolovitch and Keeps’ Training Ain’t Performance (Stolovitch, H.D. & Keeps, E.J.,2004). book I was able to develop a viable proposal plan for implementing and evaluating proposed interventions to close currently identified performance gaps.

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I am presenting both Artifact 1 and Artifact 3 together to provide a full perspective of the entire HPT process.

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As I reflect back to this experience, I can honestly say I now view each project from the perspective of the performance consultant while asking, “In this situation is training the best solution?”

 

Sub-competency 2: Design, plans, and develops instructional interventions using appropriate strategies and techniques

Artifact 2: EDCI 67200- Case Analysis: Jennie Davenport and Pedro Lopez

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In the case of Jennie Davenport and Pedro Lopez, I was tasked to analyze and propose a solution for the design, development, and evaluation of converting the “Man to Man” face-to-face workshop to an online workshop. There were a number of identified instructional design challenges and case-specific issues requiring instructional interventions. The objective of the “Man to Man” project was to deliver an online course that was comparable to the face to face course without losing the benefits that come along with personal interactions while minimizing the risk of legal repercussions.

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My recommendation was to define the ten topic components from the face-to-face workshop to be implemented as 1-2 hour sessions within an asynchronous, synchronous, or hybrid online course environment over an extended period of time. Additionally, I used Kirkpatrick and Kirkpatrick’s Four Levels of Evaluation (Kirkpatrick, 2016) as a basis for my recommendation to implement evaluation levels one, two, and three.  

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References

Collins, J. (2001). Good to Great. New York: Harper Collins Publishers, Inc.

Stolovitch, H.D. & Keeps, E.J. (2004). Training Ain’t Performance. Alexandria, VA: ASTD Press.

Hooper, S., & Doering, A. (2014). Case Study 9: Converting a Powerful Workshop to an Online Format. In P. A. Ertmer, J. A. Quinn, & K. D. Glaxewski, The ID CaseBook- Case Studies in Instructional Design (pp. 98-104). New Jersey: Pearson Education, Inc.

Pappas, C. (2012, August 28). Top 5 Tips To Convert Your Traditional Course Into An eLearning Format. Retrieved from eLearning Industry: https://elearningindustry.com/top-5-tips-to-convert-your-traditional-course-into-an-elearning-format

Kirkpatrick, J. D. (2016). Kirkpatrick's Four Levels of Training Evaluation. Alexandria: ATD Press.

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