Running head: INTERVENTION PACKAGE 1

EDID 6502 Group Project

Human Performance Improvement Intervention Package for Talahase Secondary School

Jiva Niles, 320037892

Margaret Niles, 19836411

Rhea Niles-Wilson, 00710598

Trevor Queeley, 311101157

University of the West Indies- Open Campus Anguilla

Dr. L. Hill
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Table of Contents

Table of Contents 2
Executive Summary 4
Problem or Opportunity 6
Results, Objectives, Evaluation Criteria/Metrics 6
Interventions and Elements 9
Development Plan 13
Step 1: Selection of the Development Team 14
Step 2: Preparation of the Development Plan 15
Step 3: Development and Testing of the Prototype 16
Step 4: Revision of the Development Plan 17
Step 5: Producing the Final Intervention Strategies 17
The Implementation Plan 18
Monitoring and Evaluation Plan 23
Evaluation Framework 25
Purpose of Evaluation 25
Feasibility of Interventions and Evaluation Methods 26
Stakeholder Involvement 26
Steps for Conducting Evaluations 26
Description of Data Collection Methods 27
Observation. 27
Interviews 27
Questionnaires 27
Surveys 28
Extant Data 28
Formative Evaluation 28
Summative Evaluation 29
Confirmative Evaluation 30
Analysing Data 31
Reporting Findings 31
Recommendations 31
Conclusion 32
Individual Reflection 32
Jiva Niles 32
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Margaret Niles 33
Rhea Niles-Wilson 34
Trevor Queeley 35
References 37
Appendix A 40
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Executive Summary

Scores of students at the Talahase High School, in Trinidad, have received Grade X or

ungraded scores, primarily due to secondary school teachers’ failure to grade course assessments.

After meeting with the leadership of the Talahase High School, the representatives from Q&N

Performance Strategists jointly agreed on the overall goal to improve timely and accurate

submission of students’ course marks, by empowering a team of teachers to work with students

collaboratively, in a professional learning community. Thereafter, a comprehensive analysis was

conducted to identify a number of performance gaps and their causes. Fortunately, the team

devised a number of interventions that would address these shortcomings.

Q&N Performance Strategists meticulously developed a detailed intervention plan that

would be used as a step by step guide for implementing the elements of the interventions. The

plan outline includes a breakdown of the interventions elements with clear objectives, indicators,

expected results and criteria. Furthermore, an explanation of how each tool would be used is

provided. Equally important, there is a framework for monitoring and evaluating interventions

through a formative, summative and confirmative evaluation process.

To effectively attain the desired result, Q& N Performance Strategists anticipate the

school investing approximately USD $1300.00 while managing the majority of the performance

improvement activities in-house. Further additional recommendations include piloting the

following interventions within the Language Department of Talahase High School.

1. The Human Resource Development Intervention, Supervisory

Development
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2. The Performance Support Intervention, Electronic Performance Support System

(EPSS).

3. The Personal Development Intervention, Community of Professional

Practice.

4. The Organizational Design and Development Intervention, Social

Responsibility.
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Problem or Opportunity

Students at the Talahase Secondary School, in Trinidad, are expected to receive a course grade at

the end of each term. This score should be weighted and combined with the results of the

National Certificate of Secondary Education (NCSE) examinations to provide an overall grade

indicative of student achievement. Feedback from the Division of Educational Research and

Evaluation (DERE) report showed that scores of students received a Grade X in place of a course

grade. This outcome stems from teachers’ failure to complete the recommended number of

assessments stipulated by the Lower Secondary Curriculum and school management. To a lesser

extent, students’ underperformance in the NCSE examination can be matched with a Grade X.

While underperformance is a stand alone issue, attainment of a Grade X secondary to teachers’

failure to post grades is unbecoming and needs immediate redress. Accordingly, the interventions

designed and developed in this project are aimed at phasing out the number of Grade X’s

submitted by Language Department teachers at the Talahase Secondary School.

Results, Objectives, Evaluation Criteria/Metrics

The matrix below provides a summary of what would be achieved from a bird’s-eye view. These

interventions would improve timely and accurate submission of students’ course marks at the

Talahase High School. This would be made possible by empowering a team of teachers to work

with students collaboratively in a professional learning community. Here, the elements objectives

are clearly defined to give you a snapshot of the intended outcome of these interventions (see

Table 1).
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Table 1

Interventions necessary for meeting goals

Goals Intervention Results Objectives Evaluation Proof/Evidence

Criteria

G1: Empower 1.Supervisory Teachers are To empower 95% Report cards

the Language Development: motivated to HODs to take Extinction of

Department post grades for responsibility Grade X on

Team to lead students. for the overall students’

the professional performance of report cards

learning of their teachers. at the end of

colleagues that the school

encourages the year.

use of 2. Electronic
Efficiency in By the end of 100% of Data collected
innovative tools Performance
tracking of Term 2 Language from feedback
to promote Support System
Language 2020/2021, teachers are checklist.
effective (EPSS):
Department Talahase using the Reports from
standards.
teachers Secondary EPSS tool the system's

performance. School will with fidelity. data tracker.

introduce an

EPSS to the

Language

Department for
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piloting.

G2: Lead the 3. Community of Knowledge At the end of Teacher logs Emails, Sharing

development of Professional sharing each term, of follow up tracker tool,

Language Practice between teachers will calls within a references,

teachers' teachers to record an week of a schedules,

professional increase increase in student's certificates,

learning capacity, resources absence. Presentation,

throughout the awareness and shared as well Reports,

2020/2021 standards of as successful Professional

calendar year. the Language strategies and development

department. activities report,

employed for Computer

the particular Learning

group of Collaborative

students. Systems

activity.

G3: Improving 4. Social More support By the end of Emails,

students’ course Responsibility to students each week, Telephone

mark results who are often Teachers and records,WhatsA

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through absent with a HODs record pp messages.

Language better increase in

Department understanding follow-up calls

teachers' social of the student's to absentee

development, situation. students.

facilitated by

collaboration

and students’

support

initiatives.

Interventions and Elements

To effect this plan, several interventions for improvement have been proffered. Common features

among the selected interventions follow.

Table 2

Interventions Element Breakdown

Intervention Element Benefits What is Who is Where

required involved

Human Supervisory Lessens the - Reminde - SMT - Language

Resource Development burden on the rs of - HODs Department of

Development Senior responsib - Teachers the Talahase

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Management ilities Secondary

Team (SMT) - Encourag School

- HODs take ement

more and

ownership for support

the and

results/succes - Recogniti

s of the on

Performance students

Support
Electronic - Electronic - Devices - Project - Virtually

Performance monitoring with Analyst accessible to

Support and tracking of internet - Senior entire school;

System staff access Manageme piloted in the

(EPSS) - Reduction in - IT support nt Team language

paper trails from - HODs Department of

which will Departme - Teachers the Talahase

improve nt of - IT support Secondary

tracking action education team School

taken by level

seniors

Personal Community - It builds Coordination - HODs - Language

Development of resilience and tracking - Teachers Department of

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Professional within the system the Talahase

Practice institution. Secondary

- Personal School

development

brings clarity.

- It helps

participants

become more

self-aware

- Promotes

sharing and

networking

Organisation Social - Build a - Teachers - Teachers - Language

al Design and Responsibilit stronger will power - Students Department of

Development y teacher - - Contact - parents/gu the Talahase

student informatio ardians Secondary

relationship n for School

- Gain better students

understanding and

of students’ guardians

situation

- Address
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student’s

needs on

individual

level
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Development Plan

A combination of interventions would be integrated to improve teacher performance in the

Language Department of Talahase Secondary School. Q & N Performance Strategists have

identified four intervention solutions to be incorporated on a phase basis. The first intervention

would take the form of supervisory training for the HOD of the Language department. Said

intervention is aimed at improving the HOD’s leadership skills and at employing coaching and

mentoring strategies to aid in supporting teachers in their various assessment responsibilities.

The second intervention is the introduction of an EPSS system. The system would provide quick

access to submitted course marks and monitoring and tracking of teachers’ submissions.Third, a

Community of Professional Practice would be implemented to encourage teachers to collaborate

and share ideas on best teaching practices. The teachers would share resources such as

assessments to minimise time spent on creating tests. Finally, a home to school communication

system would be implemented and monitored to ensure teachers maintain a greater social

responsibility to their students. Here, teachers would make direct contact with parents of absent

students and make provisions when said students are absent for course assessments.

Spitzer’s (1992) 5 step development process will guide the development plan. The steps include:

(1) Select the development team,

(2) Prepare the development plan,

(3) Develop and test the prototype,

(4) Revise the development plan as needed, and

(5) Produce the final intervention materials (Spitzer, 1995, p. 121).

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Step 1: Selection of the Development Team

Persons with appropriate skills and abilities, as it relates to the human performance intervention,

were selected for the development team. The team comprises a Project Manager, a Project

Analyst, a Project Sponsor, A Project Team Member and Project Members comprising the

school’s senior management. The following table describes the role/s of each member of the

project team (see Table 3).

Table 3

Roles of Development Team

Team Member Team Roles

Project Manager Oversees all aspects related to the Intervention Plan

including, but not limited to the orientation session

with the Principal and members of the Language

Department

Project Analyst Designs and customizes the EPSS system

Evaluates interventions

Project Sponsor - Principal Revises and delegates responsibilities of teachers

Project Team Member - HOD Implements the EPSS.

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Introduces and engages in professional development

sessions with teachers in the department

Project Members – Senior Develops a motivational support package

Management Team
Shares students’ contact information with teachers

Step 2: Preparation of the Development Plan

The Gantt chart is used here to provide a narrative visualization for the Principal,

illustrating how the intervention solutions would be implemented, on an incremental basis, over

the period of a year. The interventions outlined below are minimally invasive and require a small

investment of $USD 1250.00 as an initial cost. Thereafter, all other costs would fall within the

institution’s annual budget constraints. We recommend implementing this plan during the

planning week, that is, just before the start of the 2020/2021 school year with orientation and

introduction of the plan and its elements to the Language Department.

The HOD would have to change his or her modus of operandi in order for this to be successful.

95% of the activities will be in-house, this means better control over the pace of implementation

of interventions.
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Figure 1. Human performance improvement plan.

Step 3: Development and Testing of the Prototype

The performance improvement team would meet with the Principal, Senior Management

Team (SMT) and members of the Language Department of Talahase Secondary school to present

the first draft of the intervention plan. The meeting would allow for a discussion on proposed

outputs, availability of resources for the intervention, and the individual changes needed to

ensure the interventions are successful.The prototype of the intervention includes Prosci’s

ADKAR Model of change. The model aids in identifying the individual changes needed for

organisational change to be successful. Prior to implementation of the interventions, the HPI

team will gather information on teachers’ perception on the proposal and willingness to adopt

measures proposed by the team. Adel Ismail et al (2019) posit that resistance to change is

positive to some degree; that this resistance can stimulate a healthy debate over the merit of the

idea and result in a better decision. The team will utilise a Performance Support Feedback

checklist as well as conduct a confirmative evaluation, before, during and after the interventions.
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Step 4: Revision of the Development Plan

Following discussions with the Principal, the Development Intervention Plan was

reviewed, revised and approved by the project team.

Step 5: Producing the Final Intervention Strategies

A complete performance improvement package was distributed to the Principal at the

Talahase Secondary School. The package included: the Implementation Plan and the Monitoring

& Evaluation Plan.

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The Implementation Plan

Table 4

The Implementation Plan

TASK ASSIGNED PROGRE START END BUDG ADDITIONAL

SS ET RESOURCES
TO
USD

Electronic Performance Support System 1250.00

Designing of EPSS Project 100% 8/17/20 8/22/ 1000

Analyst 20

Customising EPSS Project 60% 8/22/20 8/27/ 250

Analyst 20

Orientation session Project 0% 8/31/20 9/3/2 0 Projector, PA

with Principal and Manager 0 system, mobile

the Language dept. devices, laptops,

routers/Wi-Fi

boosters
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Implementing HOD 0% 9/3/20 9/8/2 0 Existing

EPSS 0 resources to

support this

system.

Empowerment of HODs 0

Revision of Principal 50% 8/24/20 8/28/ 0 Printed Job

Responsibilities 20 descriptions

Developing SMT 50% 8/24/20 8/29/ 0 HR support/

motivational 20 Guide

support and

inspirational

package

Delegating Principal 8/31/20 9/10/ 0

responsibilities to 20

HOD

Sharing and SMT 8/31/20 8/16/ 0 EPSS monitoring

Monitoring 21 tool
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Professional Development 0

Teachers and HOD 9/11/20 9/21/ 0 Laptops, plan

HODs design PD 20 template, internet

plan access

HODs set schedule Principal 9/22/20 9/26/ 0 Laptops, plan

for PD sessions 20 template, internet

access

HOD provide Principal 9/27/20 10/2/ 0 Use

resources and 20 Governments’

opportunities for Computer

teachers System

Collaborative

Learning (CSCL)

to facilitate PD

Professional HODs 10/3/20 10/7/ Training room or

Development 20 LMS and CSCL

engagement
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Home School Connection

Students' contact Registrar/ 20% 9/7/20 9/17/ Student

information Deputy 20 registration

verified Principal information,

update form,

Students' contact SMT 9/21/20 9/24/ Printable view

information Shared 20 only google sheet

with teachers

Teachers log calls Teachers 9/21/20 8/7/2 More time from

1 teachers, phone

access,

WhatsApp
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Monitoring and Evaluation Plan

The SMT would lead the overall monitoring and evaluation of the implementation of the

pilot initiative. Key milestones and reports are aligned with the institution’s regular reporting

periods. Most reports would be generated from electronic systems and would be compiled by

SMT members. The HODs and the teachers would be responsible for entry of data only. The

following plan has key, time sensitive actions that would drastically improve on the issues the

institution has been facing over the years.

Table 5

Monitoring and Evaluation Plan

Objective Metric How measured When

Goal:To improve timely and accurate submission of students’ course marks at the

Talahase High School, by empowering a team of teachers to work with students

collaboratively in a professional learning community.

- Baseline - End of
To empower HODs to % Extinction of
- Tracking from previous school
take responsibility Grade X on
the 3rd week with year data
for/charge/ownership of students’ report
team meetings/focus - Every end
the overall performance cards
groups of term
of their teachers
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- No. of

supporting items

shared

- Teachers - Monthly
Talahase Secondary 100% of language
logging into system
School will introduce teachers are using
and updating records
an EPSS to the the EPSS tool with
regularly
Language Department fidelity.

for piloting.
At least 20

documented

sharing initiatives

will be done

annually

with/between

departments.

- Recorded sessions - End of each

Teachers will record an One CPP per
completed term
increase in resources quarter - 6 week
- Tracking of items - End of school
shared as well as period = 2 per
shared via the CSCL year
successful strategies term = 6 per
software
and activities employed school year
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for the particular group

of students.

Teachers and HODs Number of - Teachers will use - Weekly

record increase in Teacher Logs of EPSS to log calls and

- End of each
follow-up calls to follow-up brief summary of
month
absentee students calls/initiative outcome of call

within a week of
- Tallied calls will be
student’s absence.
recorded by SMT

Evaluation Framework

Purpose of Evaluation

Meera (n.d.) postulates that evaluation is imperative as it allows stakeholders to judge

efficacy and make informed decisions. Furthermore, Geis and Smith (1992, as cited in Van-Tiem,

Moseley and Dessinger, 2012, p. 529), maintain that evaluation involves measuring outcomes of

interventions against intentions. Therefore, intervention evaluation promotes assessing congruity

between interventions selected and goals. By the same token, the interventions selected would be

evaluated at specific milestones during the implementation stage for diagnosing issues and at the

end of implementation for determining effectiveness and impact. Of note, formative, summative

and confirmative evaluations would be undertaken.

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Feasibility of Interventions and Evaluation Methods

Stakeholders should assess the feasibility of interventions prior to implementing the

same. This is so as interventions that require many resources, time, money, effort, and the like,

may not be sustainable. To assure feasibility of interventions, a field test would first be carried

out. Here, interventions would be carried out on a small scale with a pilot audience.

Stakeholder Involvement

Cuarto (2017) endorses stakeholder involvement in evaluation as stakeholders can share

diverse perspectives, and assist with data collection. Furthermore, their involvement is correlated

with increased use of findings of the evaluation (Cuarto, 2017). Here, it seems that including

administrators, teachers, students, the department of education and parents in the evaluation can

lead to getting a profound understanding of the problem as ideas are shared and as data is

collected. Moreover, their involvement may also set the stage for greater buy-in and use of the

findings.

Steps for Conducting Evaluations

The Coombs and Falleta Model prescribes that evaluation takes place complying with the

following steps.

-Identifying and partnering with relevant stakeholders

-Understanding interventions and their impact

-Asking relevant questions

-Using appropriate tools and techniques

-Analysing data

-Reporting results (Van-Tiem, Moseley and Dessinger, 2012, p. 535).

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Of note, while this model seems linear, actual execution of the evaluation process may not occur

in said order. Alternatively, it provides a framework for conceptualising the activities involved in

executing the evaluation process.

Description of Data Collection Methods

Observation.

Observation is a process whereby a subject is examined in the natural environment for the

purpose of collecting critical information (Robert Wood Johnson Foundation, n.d.). Here, this

method would be used to collect evidence of increased submission of formative assessment

scores. Notably, if teachers are unaware that they are being observed and continue to do the

same, evaluators may infer that a persistent behaviour change has occurred. In contrast, if

teachers are cognizant that they are being closely monitored, they may strive to submit grades.

The latter reflects tenets of Hawthorne's effect.

Interviews

Face-to-face, telephone or electronic communications may be conducted to retrieve relevant information.

Questionnaires

Closed-ended questions can be used to assess a number of factors among teaching, parental and

student audiences.
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Surveys

Open-ended and closed-ended questions may be posed to gather stakeholders’ perceptions,

knowledge, skills and abilities, and the efficacy and impact of interventions.

Extant Data

A review of Talahase High School documents such as examination reports, and the like, would

be reviewed.

Formative Evaluation

Van-Tiem, Moseley and Dessinger (2012) posit that formative evaluation is diagnostic

and facilitates improvement (p. 546). Therefore, an ongoing formative evaluation process would

be carried out during intervention design, development and implementation stages. As mentioned

above a field test would be carried out to test congruity between interventions selected and the

overall goal of reducing the incidence of Grade X in reports. Non-traditional evaluation methods

that would be used to examine interventions selected, designed and developed are shown in the

table below (see Table 6).

Table 6

Methods for Formative Evaluation Data Collection

Intervention Evaluation Methods Who?

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Training of Head of Observation Head of Departments

Departments
Interview Teachers

Evaluation Meetings

EPSS Interview Teachers

Sharing Resources Questionnaires Teachers

Calling Parents of Absentee Interview Teachers

Students
Parents

Summative Evaluation

To assess changes in knowledge and application of the desired behaviour, a summative

evaluation would be carried out. Here, determinations can be made about whether or not

interventions were partially or fully successful, or unsuccessful. The diagram below is based on

the framework of Kirkpatrick and is modified within the context of the problem faced at Talahase

Secondary School. Notably, Kirkpatrick is renowned for his model that guides examination of

training results (Educational Technology, 2018). The diagram would be used to determine

metrics for success or failure of interventions. In like manner, the training intervention would be

assessed using this framework.

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Figure 6. Evaluation of Head of Department supervisory development training intervention.

Of note, level three and four evaluation activities depicted in this diagram also border on

activities that would be carried out during the confirmative evaluation stage. This is so as these

stages pertain to the efficacy and impact of interventions selected.

Confirmative Evaluation

Data collection procedures would take place between 3 months to 1 year of the initial

implementation of interventions. Here, the aim would be to determine if interventions still prove

efficacious over a period of time. Any barriers to efficacy would be documented and used to plan

and amend the futuristic status of affairs.

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Analysing Data

Quantitative and qualitative data would be analysed using statistical tests. Determination

of significant variables would be vital for making changes to the interventions. These would be

ascertained using statistical software and tests. Trends in qualitative data would be themed.

Reporting Findings

Findings would be documented in a summary report and disseminated to necessary

stakeholders inclusive of teachers, Head of Departments and the Division of Educational

Research and Evaluation.

Recommendations

Q&N Performance Strategists recommends:

1. Piloting with the Language Department of Talahase High school.

2. Obtaining EPSS system in advance of planning week to test and set up software

for compatibility.

3. Starting the plan activities during the planning week of the SMT, around the

second week of August 2020.

4. Implementing interventions elements as designed through:

a. The Human Resource Development Intervention, Supervisory

Development
b. The Performance Support Intervention, Electronic Performance Support System
(EPSS).

c. The Personal Development Intervention, Community of Professional

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Practice.

d. The Organizational Design and Development Intervention, Social

Responsibility.

Conclusion

The suggested plan above has key, time sensitive actions that would drastically improve on the

issues your institution has been facing over the years. By empowering your middle managers,

employing electronic supporting tools, and engaging the students more you would see a

performance improvement that would deliver results at least 50% above your current

performance. Take the initiative, make the change and improve your quality of service to the

children of our future.

Individual Reflection

Jiva Niles

Like many writers, I found it difficult to find a starting point. Though I have prior

knowledge about evaluation and research, I did not feel competent enough to complete the

evaluation section with my prior knowledge alone. Accordingly, I reviewed my textbook and

tried to link that material with the Talahase High School context. It is during this process that I

started to make valuable inferences. Notably, I realized that formative evaluation overlapped

with the intervention design and development stages. On this note, it was not surprising that I
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received a phone call pointing out that there was prior content that overlapped with my section.

Nevertheless, my classmates worked with me to minimize duplicating content, even though

formative evaluation was required for my section. I was very appreciative of the support from

my classmates. They were open to clarifying content for me. Overall, team dynamics were

satisfactory and aided in the speedy production of this intervention package.

Margaret Niles

This course was intense and swift, and by extension, the group project proceeded in a similar

fashion! We started this process by reviewing the individual projects to determine the best fit for

expansion to the final group project. Rhea’s project received the unanimous thumbs up!

The team worked well together; the strong team dynamic being honed through working together

on several projects. My task was to research the tools, techniques, and models used to support

the selected interventions. To decide on the best tools and techniques, I conducted interviews

with Human Resource professionals to gain an insight into Human Performance Improvement in

action. These discussions guided my research on appropriate solutions.

This journey would not have been possible without the support of my teammates. This semester

was negatively impacted by unexpected personal issues. However, when the road got rough, I

was fortunate to have strong virtual hands and shoulders on my left and right to help clear the

path.
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Rhea Niles-Wilson

I am fortunate to have worked alongside my team members to bring this proposed project to

fruition. Work on the Individual Project set a good foundation for the development and

implementation of the interventions in the chosen context. As we pieced together our individual

parts, we found several overlaps but were able to review and revise the content to reflect exactly

what we expected. In the end, I believe the intervention strategies that were prioritized and

proposed will indeed have a positive impact on teacher performance in the Language department

of Talahase Secondary School. Having taught at a Secondary school for 16 years, I have a good

understanding of the organisational structure and I understand the challenges. This project has

given me a renewed sense of purpose as I believe I now possess the necessary skills and

knowledge to develop and implement into my own work environment. Guided by the Human

Performance Improvement (HPI) model, I will be sure to take a systematic approach in

addressing human performance problems in my department. Throughout the process of

completing the project, I reflected on my own shortcomings in performing any task and made a

mental note to understand both internal and external factors that hinder effective execution of a

task. From there I would be able to explore appropriate solutions or interventions. In hindsight, I

had never expected that this course, ‘Analysing Human Performance’ would place a spot light on

my own performance. Nevertheless, I am grateful for the opportunity to have explored the

various aspects of the HPI process.

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Trevor Queeley

The End! Well my friends, one year in and one more course completed. No more

assignments for grade allocation. Yes! It is now time to jump overboard and enjoy the shortened

2020 summer vacation but before I do so, let me share my experience on this journey after

embarking on this group project. Planning and coordinating with the team was smooth sailing.

We all accepted our assigned areas without complaint and I began working on the Intervention

Design Plan almost immediately. In developing this plan, I realised that my experience in

designing and managing projects would have been an asset here. I knew that I had to make it

convincing in order for the clients to advance the proposed interventions. I encountered some

rough seas that caused me to stumble briefly at one point deciphering what was meant by the

terms ‘intervention and its elements’ in the context of the task. Fortunately, I was able to catch

my bearings within a short time which enabled me to press on with the development of the plan.

Binoculars in hand, I had a closer look at what was required by the others to ensure that I

had a design that would be complementary to the Implementation Development and the

Monitoring and Evaluation plans. Notwithstanding, I felt that there was a duplication of content

development. For this reason, I dropped my anchor, steadied my thoughts and carefully crafted

the eight sections of the Intervention Plan so that it complemented the other assigned sections of

my team before advancing to the next stage. Jiva’s articulation of the evaluation plan sparked

some interest and formed part of our one-to-one discussions on the project. I definitely picked up

some ideas I can use for my next Monitoring and Evaluation Plan for the next project proposal I

will be working on. In brief, I found that we successfully charted the course with consistency, set

group deadlines and support from each other.

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Fellow sailors.

Working with three ladies seemed a little intimidating at first as I imagined that there

would be many winds of strife that would rock the boat. However, being the ‘outsider’ I felt that

they were very patient and tolerant. Interestingly enough, most of us worked together previously

so we had a good understanding of our work styles, strengths and weaknesses. I must say the

group worked as a team, providing suggestions, editing, supporting each other and even

inquiring about each other’s well-being when storms were approaching us - not the storm of

UWI deadlines but actual weather systems. All in all it was a well-coordinated team effort and in

the end the project did not seem overwhelming.

Now, it is truly the end. Summer 2020, here I come as I dodge COVID-19 with borders

closed while trying to enjoy this little break until the next course.
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References

Adel Ismail Al-Alawi, Abdulmohsen, M., Fatema Mohamed Al-Malki, & Mehrotra, A. (2019).

Investigating the barriers to change management in public sector educational institutions.

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doi:http://dx.doi.org.library.open.uwi.edu/10.1108/IJEM-03-2018-0115

Brooks Publishing Company. (2016). 18 ways to connect and communicate with families.

Retrieved from

https://blog.brookespublishing.com/18-ways-to-connect-and-communicate-

with-families/

Commercial Language Training. (2017, December 11). 6 benefits of personal development.

Retrieved from: https://www.languagetraining.com/6-benefits-personal-development/

Cuarto, S. (2017, June 18). Understand and engage stakeholders. Retrieved from

https://www.betterevaluation.org/en/rainbow_framework/manage/understand_engage_sta

keholders

Educational Technology. (2018, September 16). Kirkpatrick’s model: four levels of learning

evaluation.

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Appendix A

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