1

Analyzing Human Performance at Polytechnic University

Done By HPI Aficionados:

Othneil Blackwood
Kanika Cooper
Junia Marin
Florette Williams

A paper presented in partial fulfillment

of the requirements of the course
EDID 6502 – Analyzing Human Performance
Trimester III, 2014

University of the West Indies Open Campus

Course Coordinator- Dr. Leroy Hill

Date of Submission: December, 2014

 2

Executive Summary

This focus then was on the Faculty of Technical and Vocational Education unit of the Polytechnic University. The students were

complaining that the lecturers were not communicating well, nor accommodating their request for information or advisement, but

often postponed such activities because they were too busy. Students were also dissatisfied with the quality of instruction they receive

from lecturers / instructors.

The staff involved also expressed frustration about the fact that they were overworked, and so were not coping well with completing

tasks. To resolve the problems and issues faced by the members of the FOTAVE, steps in the Human Performance Improvement

process were followed in order to determine the performance gap and then implement a solution.

The ultimate goal was to take the Polytechnic University to its goal of a 40% increase in student satisfaction and to return FOTAVE

from the current 90% to its 98% enrolment status.

Intervention Design
 3

Problem or Opportunity

The Polytechnic University is a training institution responsible for developing young minds and making persons ready for the

job market. There are lecturers/instructors and students (customers) who interact daily in the teaching and learning environment. Its

academic offerings and development have been modeled on the English polytechnic system with emphasis on flexibility of approach,

work-based learning and professional linkages. It provides flexibility in its academic offerings as is reflected in the various modes of

programme delivery which include full-time, part-time and co-operative work based programmes.

Programmes offered cover masters and bachelor degrees in a wide range of subject areas, which include: Business Education,

Family and Consumer Studies, Engineering and Computing, Computer Studies, Technical and Vocational Education, Health Sciences

and Sports. The Faculty of Technical and Vocational Education is responsible for offering technical and vocational and education

courses.

The mission of the Polytechnic University is to stimulate positive change in the Caribbean society through the provision of high

quality learning and research opportunities and service to the communities. Of the several pertinent goals that The Polytechnic

University uses to accomplish its mission, a few are listed here:

● To pursue excellence through the University's programmes and the work of faculty, non-academic staff and students;

● To respond to national and regional human-resource needs;

 4

● To maintain and enhance the role of technical/vocational education; to provide flexible delivery systems that are able to serve

students who follow non-traditional routes to higher education;

● To establish and pursue partnerships and collaborative arrangements with individual supporters, professional associations,

educational institutions, governments and corporate entities at regional, national and international levels.

Current Situation

The customers of the Polytechnic University are abruptly exiting the courses offered by the Faculty of Technical and

Vocational Studies because of high levels of dissatisfaction with how staff communicates. The FOTAVE has a student population of

2,500 students but recently there has been a steady decline. It is now at 90% of its capacity, a drop from 98% in recent years.

Desired Situation

The customers of the Polytechnic University are abruptly exiting the courses offered by the Faculty of Technical and

Vocational Studies because of high levels of dissatisfaction with how staff communicates. The FOTAVE has a student population of

2,500 students but recently there has been a steady decline. It is now at 90% of its capacity, a drop from 98% in recent years.

Gap Cause

Using Gilbert’s Behaviour Engineering Model, the environment and the individual worker factors are explored for causes of

the performance gap.

 5

· Information

A closer examination of the system via the observation notes revealed that the staff lacked any form of feedback or clear guide

for performance. There was no system in place to provide guidelines with regards to the professional relationship between the staff

and students. Job description documents were not sufficiently disseminated throughout the Polytechnic University. Furthermore,

students were not able to access the correct kinds of information sought from staff during advisement.

· Instrumentation

The staff lacked the human resources to sufficiently carry out its functions. The instructors revealed that the system changed

three years ago when the Polytechnic University expanded its physical structure to accommodate 1,000 additional students to make it

now capacity 2,500. Since then, there has been no increase in the number of lecturers / instructors assigned to the courses, but instead,

a larger number of students had been assigned to each class or group. In most cases, the instructors were asked to accept up to 15

additional students in each class. Despite the positives of the new growth, the burden of the task was now been squarely laid on the

shoulders of members of the teaching staff.

· Motivation

Lecturers claimed that they were overworked and with that came the factor of exhaustion. They insisted that it was unethical and

unfair to be asked to do so much and that even with such hard work, no attention was being paid to providing incentives. The
 6

instructors who are involved with the complaining students do not lack basic customer service and communication skills to

successfully carry out the core values of the Polytechnic University, but are overwhelmed by the existing workload.

Students do not feel that they are being catered to in a way that will allow them to be successful. They have lost confidence in the

offerings of FOTAVE and are making the desperate move to other faculties.

Desired Performance and Gaps

The methods of data collection used in determining the desired performance and existing gap ranged from document review to

interview. The document review revealed that apart from the mission and goals, the Polytechnic University has core values that

influence the day-to-day running of the institution. The most relevant one for the purposes of this assignment is ‘excellence’ which is

explained to mean a valuing of excellence in the instructional, administrative and managerial pursuits, and are dedicated to the

provision of academic courses of the highest quality in an environment that encourages excellence in research and scholarly activity

employing the most effective tools, technologies and facilities for learning. With this thrust, the Polytechnic University aims to offer

students best opportunity for succeeding. It wants 100% satisfied customers (students) at the end of each academic year, a move from

the existing 60%.

In surveys done through the use of interviews, it was noted that the students in the Faculty of Technical and Vocational Education

(FOTAVE) meet an instructor/lecturer at least three times each week. The survey also recorded students complaining bitterly that they

are unable to enjoy quality lectures because the lecturers seem sometimes unprepared for class. This has contributed to their low
 7

scores in some courses. The problems they cited include poor communication between lecturers and students in and out of the

classroom, insufficient information is passed on to students regarding the requirements of assessment of courses.

Furthermore, the students indicate that instructors often indicate that they are too busy and are unable to accommodate them for

advisement. Since the academic year, several students have transferred to other faculties because they were deeply dissatisfied with

the quality of instruction and communication received from faculty in FOTAVE. Eighty-five (85%) of the students interviewed rated

service in FOTAVE at 1 being poor while 15% ranked the service as 2.

One-eighth of the students indicated that they contemplated leaving the faculty and of the approximate 65% who responded to the

question of what improvements could be made 40% wanted staff to be trained in communication skills.

The interview with staff members involved revealed that all members are sufficiently qualified but are overrun with the workload of

preparing and delivering multiple sessions of instruction to students. The majority of staff members taught over one hundred and fifty

(150) students weekly in at least two courses. Most of the lecturers did not think that they were giving their best effort in the classes

because they had too much to do outside of class. They agreed that sometimes they were not sufficiently prepared for classes and that

communication was an issue between themselves and their clients. All of the lecturers interviewed expressed similar sentiments that

they were unable to purposefully accommodate students for advisement.

 8

About half of the number of instructors interviewed stated that they rated their service to the customers as 2. Of the remaining number,

30% said 1 and the other 20% said 3. The overwhelming response about what could be done to improve service was that the workload

should be reduced.

Intervention Design and Development

Human Performance Technology (HPT) can be defined as “ the study and ethical practice of improving productivity in

organizations by designing and developing effective interventions that are results-oriented, comprehensive, and systemic” ( Pershing,

2006, p.6) The application of a systematic HPT results in Human performance Improvement (HPI), thereby resulting in increased

productivity as performance issues are addressed. The interventions that are selected would seek to enhance the existing performance

that had been present in order to eliminate the performance gaps that had been present.

Intervention Selection and Design

Since the intention of the project is to find a solution to processes, services, team performance and results, the non-instructional

performance support approach will be used as suggested by Van Tiem, Moseley & Dessinger (2000).
 9

Spitzer (1999) identifies six essential steps to the design of any performance intervention system and five additional steps that guide

the HPT professional through the intervention development process. These essential steps were used to design and and develop the

intervention.

1. Review/ expand analysis

The intervention already suggested by one individual will be expanded on. Since the time of intervention no significant change has

occurred in the Polytechnic University, neither has there been a change in the political and economic systems that could directly or

indirectly affect the University policies. The impact of the proposed intervention at all levels of the University has been examined and

preliminary approval has been received.

2. Identify Intervention Objectives

The objectives associated with this intervention are:

To reclaim the 98% enrolment status of the FOTAVE;

To achieve 100% student satisfaction in all areas of their University interaction;

To satisfy the communication needs of the students of the FOTAVE in the Polytechnic University.

3. Identify/Prioritize Requirements
 10

The Polytechnic University has adequate funds to hire new administrative support staff and is willing to invest in the intervention

process to ensure minimal fall-out of student enrolment in the FOTAVE. The University is however not prepared to hire new

lecturers/instructors in the financial period. The Board of Governors have agreed to giving support to the requests made with regards

to the intervention.

The technical support has been assigned to the University’s internal Information Systems team who will be responsible for

procurement and installation of the required equipment and software as specified by the intervention. By all indications, the students

are ready and waiting for the system to change and willingly accept any kind of technology use that will enable a better

communication system within the FOTAVE. The administrative support staff, who are also customer service agents, are sufficiently

trained to function in the technological mode and are competent users. They will receive cognitive guidance where necessary with the

use of the user manual or the help feature on the software interface.

Feedback, permission and preliminary approval was sought and had been granted by the University board of governors.

4. Select Intervention Components

Human Resource development intervention was selected. The strategies included staffing, motivation and performance appraisal.

Those were the most effective intervention methods that would guarantee the improvements needed in the work situation at the

Polytechnic University. Alternative solutions were considered but were found to be inadequate. For example, organization change

would have created too big a change that would be inappropriate to satisfy the problem. Also, training intervention would also be
 11

inappropriate because the staff were not in need of training. Their problem was outside of the need for training. The other alternative

intervention considered was organizational communication. This presented a different scope of solution than what was required by the

stakeholders in FOTAVE.

The technological aspect of the solution was carefully chosen to enhance the intervention solution. There are many available

technological devices but the solution selected would facilitate the recording of telephone conversations and advisement for quality

control purposes. The selected technological components of the intervention help meet the mandatory and most desirable priorities of

the FOTAVE needs. Students would feel satisfied that the communication quality will improve and more information be readily

available. The technological components are very appropriate and cost effective since the telephone system is already in place but

would need to be upgraded to facilitate the recording aspects. Headsets for customer service agents and student cubicles would need to

be purchased.

In the case of FOTAVE, no self-designed and “off-the-shelf” components were considered as a solution because those would need

careful testing and prototyping to achieve desired standard. The time allocated for the implementation of the intervention would not

allow for the use of self-designed technological solutions. The preliminary solution was approved by the University administrators.

5. Prepare High-Level Intervention Design

 12

A written outline of the intervention and all of its elements was prepared and delivered to the University stakeholders. The outline

included the main features of the intervention but excluded the details. Alternative intervention proposals were considered, before the

final design was accepted. The Polytechnic University stakeholders gave feedback and accepted the final design.

6. Complete Detailed Intervention Plan

The intervention design selected is from the Spitzer (1999) six step model. All essential details, including tasks, resources, and

schedules been specified in a manual that is shared with the stakeholders and policy makers within the University. Supporting

document with the process outlined are also available. Compromises made should be carefully considered because in many cases they

can negatively impact the integrity of the intervention plan. With such an understanding, the key stakeholders willingly accepted the

intervention plan.

The instructors who are involved with the disgruntled students do not lack basic customer service and communication skills to

successfully carry out the core values of the Polytechnic University, but are overwhelmed by the enormous workload, the intervention

selected will be through human resource development which will include staffing, motivation (incentive and rewards) and

performance appraisal.

Staffing: There was a change in the staff by way of additional persons being hired as administrative support to lecturers / instructors

and as customer service representative to the student customers. The lecturers and instructors were no longer asked to participate in
 13

student advisement but the service will be redirected to the administrative support staff whose performance will be monitored to

ensure quality performance.

Performance Appraisal: The performance appraisal system was applied to all staff members. Their performance would be monitored

for quality at different stages. The lecturers / instructors would be required to complete their own appraisal forms and also be

evaluated by the students. A system for evaluating the administrative support staff would include the recording of conversations that

they hold with students (customers), whether for advisement or general information.

Motivation: An incentive programme geared at motivating the customers and staff will also be put in place. Special focus will be

placed on the students who will be rewarded for loyalty, outstanding achievement and service to the University community. For the

students, they will accumulate points that will amount to one credit hour free per semester if their loyalty, performance and service to

the University meet the set criteria.

Implementation Plan

Implementation is one of the critical steps in adopting and applying the HPT Model of improving Human Performance.

Implementation includes a systematic process that allows for the HPT professional to communicate, launch, monitor and modify the

identified interventions. Once properly implemented, these interventions would result in positive change in performance, within the

organization. There are many models that can be used to direct the implementation design of the interventions.
 14

An implementation design must have certain elements that would ensure its success. These important elements of the

Implementation design as quoted by Van Tiem et. al. (2012) are summarized as :

● Results that can be easily linked to the business.

● Communication among the stakeholders.

● An active effort to include the affected employees in the implementation.

● Active and ongoing support from all levels of management.

● All affected processes are identified.

● The Organizations culture taken into consideration.

Although the Spitzer (1999) six step model was used for the intervention design and development, the implementation model used

was Moseley and Hastings-Four Stage Process Model. Within each of the four stages identified in this model are activities that are to

be completed in a systematic manner. The four stages of the Moseley and Hastings-Four Stage Process Model are: Planning, Doing,

Stabilizing and Institutionalizing.

Planning

The planning was addressed using the Spitzer (1999) model. All the components were carefully selected and the requisite permissions

sought. That is management support, stakeholder commitment, resources, pilots, assessment of intervention to identify barriers or
 15

determine success. The planning stage also helped to provide direction for later stages and assisted in modifying the process for future

implementation

Doing

The process was explained carefully and thoroughly to the stakeholders who would directly benefit from the intervention. Through

workshops, seminars and question-and-answer sessions, the students and staff were given briefing sessions on the intervention that

would happen. On October 3, there was a launch of the intervention with the label “Adding value to FOTAVE” to which all

stakeholders were invited. The HPT team provided information and facilitated questions from the audience. Persons were taken

through the whole process of what the intervention was all about. The issues that could probably arise from the new intervention were

discussed thoroughly. For example, students were concerned about not being able to get adequate information from the customer

service agents because they were not lecturers. Their fears were allayed when HPT team members explained that the customer service

agents would be taken through the process of the advisement and understand the material thoroughly before they are expected to pass

on such information to the students. The customer service agents would also have direct access to consulting with lecturers /

instructors who would be able to clarify any stubborn issue. The students would be expected to give at least a 24 hour window for all

queries to be answered, if the answer was not adequate.

No ethics review was needed for the intervention because of the following reasons (University of Tampere, 2014):
 16

The intervention did not involve physical integrity of subjects; The intervention did not deviate from the principle of informed

consent; The subjects are not children under the age of 15 and the intervention is not part of the normal activities of a school or an

institution of early childhood education and care, and the data can be collected without parental consent. The intervention did not

expose subjects to exceptionally strong stimuli and evaluating possible harm did not require special expertise (e.g. interventions

containing violence or pornography); The intervention cannot cause long-term mental harm (e.g. trauma, depression or sleeplessness)

beyond the risks encountered in normal life; The intervention did not represent a security risk to subjects (e.g. interventions

concerning domestic violence).

During this stage, the HPT team provided documentation and information for later stages of the intervention. Although there will be a

one time implementation, it was necessary for the team to encourage continuity and dedication to the thrust. Students were asked to

use the facilities open to them under the ‘Adding Value to FOTAVE’ intervention in order to receive the desired results of better

communication.

3. Stabilizing

In order to ensure that the intervention would function as it should, the intervention was matched with the goals and objectives of the

Polytechnic University. A review of the goals and objectives was carried out with the stakeholders and the comparison made. It was

found that the intervention aligned well with the goals and values of the organization. A leaflet was prepared to inform stakeholders
 17

about the alignment of the goals and values of Polytechnic University. Several goals and values of the Polytechnic University were

listed and the corresponding aspect of the intervention highlighted to show the alignment.

In ensuring the stabilizing of the intervention within the FOTAVE, one minor change was identified as being essential. The students

were given a larger window in which to have their grouses heard by the dedicated staff. That is, the time was extended by two hours in

the afternoon as customer service representatives volunteered to work overtime. This change would not negatively affect them because

they were selected for extra working hours only because of their own decisions, and overtime payments would be made. The students

were especially grateful for the generosity extended to them. They felt accommodated and already the expression of being

‘understood’ was beginning to become the buzzword.

There was no need to further modify the intervention processes because the implementation was running smoothly.

4. Institutionalizing

After three weeks of implementation, the decision was taken by the HPT team to change the kinds of advertisements that were placed

on the Polytechnic University’s Broadcaster. The tagline was changed to “Delivering Quality Education in a Quality Setting with You

in Mind”. Satisfied students will be asked to write a short review of the experience so that the University community will see the

changes and improvements in the FOTAVE student-staff relations. The system of recording the advisement and telephone

conversations of the customer service agents with their customers will help prevent any retroaction. Sometimes it is easy for persons
 18

to fall back in the old mode of an old system but the ‘Adding Value to FOTAVE’ intervention is designed to move forward. The

customers have the opportunity to document and submit complaints if they are dissatisfied with the service.

In week four of the implementation, a short survey was carried out to measure the impact on the FOTAVE. Stakeholders were invited

to complete an online survey. The survey, the testimonials and the complaints submissions all helped to inform the assessment of the

status of the new intervention. These sources of information also allowed the HPT team to detect any barriers and to quickly eliminate

them. At the end of week five, the HPT team began withdrawing from the actual process implementation.

Evaluation Framework

In order for the HPT intervention to be a success, a proper evaluation must be conducted of the process. This evaluation

process would provide evidence on the value and overall effectiveness of the implementation plans that had been selected based on

the analysis conducted, and the performance gaps that were identified. Evaluation therefore can be regarded as critical to all the steps

of the HPT Model of improving Human Performance and would be critical to the analysis step as well as in the designing,

development and selection of the Interventions. Van Tiem, Moseley, & Dessinger (2012) claims that the concept of evaluation can be

applicable to all the performance improvement activities. These evaluation may be Formative, Summative, Confirmative and even

Meta.
 19

Formative Evaluation can be utilized to determine the needs of the organization as it is diagnostic in nature and can be done

for a prolonged period of time. Summative type evaluation can be used to decide how the interventions were able to accomplish and

change human performance. The confirmative type evaluation would allow the HPT professional to determine what were the long

term impacts on human performance within the organization where the interventions would have been put into effect. This type of

evaluation allows for a determination to be made on the value of the interventions that had been selected.

There are many models that could be selected in order to facilitate the HPT professional in determining the effectiveness of the

performance interventions. One of the models identified by Van Tiem, Moseley, & Dessinger (2012) that can be utilized is the

Dessinger-Moseley Full Scope Evaluation Model. This model is dissimilar to other evaluation models in that it is not limited to being

used solely for training interventions. This particular model has been identified as being one that “is aligned with the processes

associated with performance intervention: performance analysis, cause analysis, intervention selection and design, implementation and

change, and evaluation.” ( Moseley & Dessinger, 2010, p.242) The diagram in Table 1 below, illustrates the use of the different types

of evaluation within the HPT model.

Type Timing Purpose

Formative During intervention ● Improve the intervention selection/design and development
analysis, design, and
development phases process and outputs

● Verify the alignment of design and development with the

 20

outcomes of the analysis phase

Summative Each time the intervention ● Prove the immediate efficiency and effectiveness of the
is implemented
intervention

● Predict the impact and value of the intervention

Confirmative After several ● Prove the ongoing, long-term efficiency, effectiveness, impact,
implementations
and value of the intervention

Meta Concurrent with or after ● Verify the reliability and validity of the evaluation process,
evaluation activities
outputs, and outcomes

Table 1. Intervention and Evaluation matrix.

source:www.ispi.org/archives/resources/DessingerFullScopeEvaluation.doc

In order to properly evaluate the Interventions that were implemented within the Faculty of Technical and Vocational

Education unit of the Polytechnic University, the different types of evaluation identified by the model would be used. The

interventions that had been selected to improve performance would have been implemented through the human resource development

which will include staffing, motivation (incentive and rewards) and performance appraisal.
 21

Formative Evaluation according to Chevalier (2003) allows for the improvement of quality of the training and the human

performance interventions that took place. This evaluation was implemented withIn the first four steps of the interventions t selection

and design process that had been adopted for FOTAVE. These steps for the design were 1. Review/ expand analysis 2. Identify

Intervention Objectives 3. Identify/Prioritize Requirements and 4. Select Intervention Components. The formative assessment which

was implemented by the HPT professional team allowed for the tailoring of the intervention to meet the performance need that had

been identified and highlighted through the Gap analysis. The adoption of the Moseley and Hastings-Four Stage Process Model

facilitated the HPT team to effectively improve upon the implementation steps as they were being introduced within the FOTAVE

environment. Once the steps of the HPT intervention were implemented, Formative Evaluation was undertaken in order to improve the

quality of the intervention as it directed the path for critical revisions to be made.

Summative Assessment was undertaken after each of the intervention steps of Planning, Doing, Stabilizing and

Institutionalizing. It allowed for the effectiveness of the intervention to be assessed immediately following its implementation. The

stakeholders of FOTAVE were interviewed and surveyed after each implementation to assist in the determination of its success or

failure. The launch of the intervention allowed the stakeholders to anticipate the intended outcomes of the interventions and therefore

provide relevant and reliable feedback after the implementation of the different intervention steps.

Confirmative evaluation would be scheduled to begin on the one year anniversary of the launch on October 3. The results and

data that would have been collated from the Formative and Summative Evaluations would be utilized in order to conduct the
 22

Confirmative evaluation. Surveys, interviews and observations would also be conducted with the stakeholders to determine the impact

of the interventions. This evaluation would also seek to determine and analyze whether the interventions selected had contributed

towards the improvement of performance and removal of the identified performance gaps from FOTAVE. The results of this phase of

the evaluation would be analyzed and recommendations and adjustments would be institutionalized. A report would be prepared to

allow the stakeholders to be apprised of the findings and allow for reflection.

Meta Evaluation would take place subsequently, as it would allow the HPT team of professionals to properly assess their

interventions and their evaluation of the process. It would determine the overall effectiveness of the entire HPT intervention and

would serve as a guide for future interventions.

Monitoring and feedback system

The methods of evaluation that were implemented all consisted of three main elements that allowed a systematic evaluation to be
accomplished. These three measures included Process, outcome and Observational.

● Process measures: The process measures that would be put into place, would determine to what level were the interventions

implemented as had been planned from the analysis. These measures would also assist in providing evidence on whether the

intended participants and beneficiaries of the interventions at FOTAVE were actually a direct part of the intervention process,

or if they remained on the periphery and were not impacted by the prescribed interventions. The results of the process

measures would be instrumental in the Confirmative and Meta evaluation as solid documentary evidence would be provided to

impact on future interventions.

 23

● Outcome measures: The success of the proposed interventions at FOTAVE and the results of the Interventions would be

documented. The effectiveness of the proposed implementations in minimising the identified performance gaps would be

determined with the outcome measures. The implementations and their impact on the areas of Instrumentation, Information

and Motivation and eventual human performance improvement would be measured.

The Outcome measures would also determine the following:

- Whether there was effective and clear line of Communication with the stakeholders at FOTAVE by the HPT professionals.

- Whether there was an active effort to include the affected employees in the design process and implementation of the

developed interventions for FOTAVE.

- Whether there existed active and ongoing support from all levels of management during the implementation.

- Whether all the affected processes within the organization had been identified, analyzed and addressed through the

implementations.

- The degree to which the Organizations culture had been taken into consideration throughout the different stages of the HPT

implementation.

● Observational system: The Observational systems that were put in place allowed for constant monitoring of the Intervention

process at FOTAVE. Observations were made before, during and after the implementation to determine the effectiveness of
 24

the interventions on performance improvement. These observations would be used in the Confirmative and Meta evaluation to

determine whether improvements and changes should be made to the analysis process as well as the intervention process that

had been adopted.

Conclusion
 25

Reference

Van Tiem, D.M., Moseley, J.L. and Dessinger, J.C. (2012). Fundamentals of Performance Improvement: A Guide to

Optimizing Results Through People, Process, and Organizations, 3rd ed. San Francisco: Pfeiffer/Wiley/ISPI.

Judith A. Pirani and Mark C. Sheehan (2009) Spreading the Word: Messaging and Communication in Higher Education.

Retrieved from https://net.educause.edu/ir/library/pdf/EKF/EKF0902.pdf

Iordache-Platis, M. & Josan, I. (2009). Communication Efficiency within Higher Education Institutions: The Case of Romania.

European Research Studies, Volume XII, Issue (2) 2009

The Armidale Express (2014). University of New England students protest over Drummond and Smith and Robb Decision.

Retrieved from http://www.armidaleexpress.com.au/story/2569605/university-of-new-england-students-protests-over-college-

confusion/

University and College Union (UCU, 2009). Protest at University of the Arts London over plans to axe jobs and courses.

Retrieved from http://www.ucu.org.uk/4285

Chevalier, R.D. (2003). Evaluation: The Link between Learning and Performance.

Retrieved from: http://www.aboutiwp.com/Evaluation.pdf

 26

Deaainger,J. (). Full-Scope Evaluation--Are You Doing It? Retrieved from:

www.ispi.org/archives/resources/DessingerFullScopeEvaluation.doc

Moseley , J.L. and Dessinger, J.C.(Eds.) (2010). Handbook of Improving Performance in the Workplace, Measurement and
Evaluation. San Francisco, Calif. : Pfeiffer / International Society for Performance Improvement.

Van Tiem, D.M., Moseley, J.L. and Dessinger, J.C. (2012). Fundamentals of Performance Improvement: A Guide to Optimizing
Results Through People, Process, and Organizations, 3rd ed. San Francisco: Pfeiffer/Wiley/ISPI.
Non-instructional Interventions retrieved at http://debwagner.info/hpttoolkit/noninstr_hpt.htm

University of Tampere, (2014) Does my Study require an Ethics Review? Retrieved from

http://www.uta.fi/english/research/ethics/review/when_required.html
27