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Development and Formative Evaluation of a Human Performance Intervention Evaluation Model

Title: The Development and Formative Evaluation of a Human Performance Intervention Evaluation Model.
Name(s): Gordon, Doretta E., author
Reiser, Robert A., professor directing dissertation
Kacmar, Michelle, outside committee member
Dick, Walter, committee member
Driscoll, Marcy P., committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2003
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This paper describes the development and formative evaluation of a model for evaluating the effectiveness of interventions designed to reduce a specified performance gap within an organization. The model is based upon the human performance technology (HPT) process of problem solving, which is a five-step process to (a) identify a performance problem, (b) identify its causes, (c) identify potential solutions, (d) implement the selected solution, and (e) evaluate the resulting performances. While several models exist to guide practitioners in the early steps of the HPT process, few models are available related to evaluation. The development of the initial model was based on current evaluation practices and known barriers to evaluation conduct. Two panel reviews were conducted, with revisions to the model following each review. The model was then utilized in two case studies in organizations to ascertain the effectiveness, efficiency, and usefulness of the model. Findings from the panel reviews indicated that early drafts of the model relied too heavily on the conduct of a rigorous front-end analysis and that the purpose of the model required further clarification. The panel indicated that too much analysis time was spent upfront prior to creation and implementation of the evaluation plan, and that the level of detail would need to be modified for a novice evaluator. Findings from use of the model in two case studies indicated that additional guidance was required in identification of direct versus indirect measures, determination of appropriate timing of the evaluation, and presentation of limitations in data collection. In light of these findings, the tasks from the negotiation step were subsumed into the preparation step, and linkage between initial data collection and creation of the evaluation plan was improved. While further research is required to determine the efficiency of the model, based on reviews and employment of the model, it was determined that the model was effective and useful in guiding a novice evaluator through the stages of evaluation. The model provides a standard, systematic process for conducting summative evaluation of performance interventions.
Identifier: FSU_migr_etd-4135 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Fall Semester, 2003.
Date of Defense: July 28, 2003.
Bibliography Note: Includes bibliographical references.
Advisory Committee: Robert A. Reiser, Professor Directing Dissertation; Michelle Kacmar, Outside Committee Member; Walter Dick, Committee Member; Marcy P. Driscoll, Committee Member.
Subject(s): Education
Persistent Link to This Record:
Owner Institution: FSU

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Gordon, D. E. (2003). The Development and Formative Evaluation of a Human Performance Intervention Evaluation Model. Retrieved from