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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 

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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.
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Intervention Design

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.
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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;

● 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.
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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.

· 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
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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 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.

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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 scores in some courses.
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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
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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.

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

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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).

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;

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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

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.
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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

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
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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

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
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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 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
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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.
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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
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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 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
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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):

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
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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 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.
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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 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
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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.

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
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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
analysis, design, and
development phases development process and outputs

● Verify the alignment of design and development with

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the outcomes of the analysis phase

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

● Predict the impact and value of the intervention

Confirmative After several ● Prove the ongoing, long-term efficiency,

implementations
effectiveness, impact, and value of the intervention

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

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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
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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 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

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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.

● 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:

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- 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 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.

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

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
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