Marolyn Anith Schauss
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MIT 500 ~ MIT 510
MIT 511
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Artifacts ~ MIT 502:
A Systematic Approach to Performance Improvement

 

Campground Ownership

Product

Campground Ownership from Development to Solvency (main document)

Macro-Level Plan (page 3)

Needs assessment (page 4)

 Human Performance Analysis (HPA) (page 10)

Environmental Analysis (page 41)

Gap Analysis (page 45)

 Risk Analysis (page 64)

 Instructional Strategies (page 21)

Feasibility Performance Analysis (page 67)

Context & Conditions

        Campground Ownership from Development to Solvency was designed and developed as an individual requirement for MIT 502, The Systematic Approach to Performance Improvement. The project was completed under the guidance of Dr. Arnold Murdock during the summer session I of 2006. The analysis was developed for the Isle South Campground ownership located at Isle, MN. The analysis and the systematic approaches to performance improvement guided the ownership to techniques and suggested solutions for solving training and non-training problems for the ultimate goal of campground solvency.

 Scope

            The Human Performance Analysis (HPA) project involved selecting and developing a performance improvement project. A needs assessment of the entire organization was executed in order to determine the gap between ‘what is’ and ‘what should be’. As an instructional designer/performance technologist skills were developed in performance analysis and benchmarking. HPA included a perception analysis of an organization; a gap analysis; a feasibility performance analysis; and utilization of the performance enhancement process of designing effective performance interventions.

             The HPA project included observations, interviewing, questionnaires, one-on-one and small group interviews, and several formative analysis reports. The results of each analysis involved revisions to the report for recommendations. The time-frame for HPA was completed with-in one semester.

Role

§         Performance Technologist

§         Instructional Designer

         As a Performance Technologist and Instructional Designer I systematically analyzed the relevant characteristics of the organization. Understanding eclectic difficulties of the organization, it was my responsibly to interview each and every employee and volunteer concerning their responsibilities and their expectations within the organization. I developed questionnaires and survey documents and designed information sheets as effective performance interventions. Jack Philips’ Return on investment in Training and Performance Improvement Programs (1997) guided the HPA examination of the organization towards discovering areas of weakness, potential risk, as well as areas of strength concerning the organizations environment. Recommendation were formulated and presented using data from the analyses reports, which included a feasibility matrix, and a feasibility decision chart and graph, 

 Reflection

            The MIT 502 project re-enforces the necessity for involving all stakeholders from the beginning of the project. I purport, a needs assessment is vital to an organization for reaching the achievement of goals, strategies and outcomes. As an instructional technologist I needed to determine how a three month operation could provide income for twelve months and be solvent enough to meet the high costs of development and maintenance. Uncovering the ‘gap’, and determining performance expectations and the realities of the performance laid the foundation for developing recommendations.

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Domain of Instructional Design

 

MIT Competencies

MIT Artifacts

Artifact Rationale

Conduct performance analysis and determine the appropriateness of instructional solutions for the problem.

 

Human Performance Analysis (HPA) (page 10)

 

The project involved taking a business running in the ‘red’ and discovering the human performance technology needed to financially become solvent.

 

Plan and conduct needs assessment.

 

 Needs assessment (page 4)

 

A needs assessment was executed of the entire business including the staff, the volunteers and the business promotions, to determine the gap.

 

Assess learner/trainee characteristics.

 

Human Performance Analysis (HPA) (page 10)

 

An analysis of employer, volunteer and employee characteristics to identify skills and knowledge as well as attitude and deficiencies was performed.

 

 

Analyze the characteristics of a setting (learning environment).

 

 Environmental Analysis
(
page 41)

The performance strategies for all levels of performance are described in detail as related to the need for improvement.

 

Determine instructional resources (media/computer technology) appropriate to instructional activities.

 

 Gap Analysis (page 45)

Analysis of the needs assessment, determined the needs and solutions to achieve the preferred outcome, and the tasks necessary to complete the project. Resources were designed according to need.

 

Select appropriate applied information technologies to achieve instructional objectives.

 

 

Feasibility Performance Analysis (page 67)

Instructional objectives met the owner’s objectives and complied with state and federal standards and specifications.

 

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Domain of Instructional Management

 

MIT Competencies

MIT Artifacts

Artifact Rationale

Plan, create, monitor, and facilitate instructional design projects.

Risk Analysis (page 64)

 

The HPA is developed to manage the entire project. The management plan included, time, budget, staffing, resources, and contingencies.

 

Manage personnel and facilities.

 

 Macro-Level Plan (page 3)

 

The HPA project incorporated every aspect of managing personnel and facilities. The tasks included: the development of job specifications; matching employees to task; providing staff development; evaluating all staff; delegating responsibilities; solving interpersonal conflicts; achieving individual potential; motivating employees; complying with deadlines; and designing for multiple projects and fast-paced unsupervised environments.

 

 

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