Type of Document	Dissertation
Author	Gordon, Doretta E.
Author's Email Address	doretta.gordon@swri.org
URN	etd-11242003-031254
Title	The Development and Formative Evaluation of a Human Performance Intervention Evaluation Model
Degree	Doctor of Philosophy
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Robert A. Reiser Committee Chair K. Michelle Kacmar Committee Member Marcy P. Driscoll Committee Member Walter Dick Committee Member
Keywords	Summative Evaluation Model HPT Evaluation Model HPT Intervention Evaluation
Date of Defense	2003-01-28
Availability	unrestricted
Abstract 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.
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