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Group Project:

Project Implementation

The University of the West Indies Open Campus

MSc Instructional Design & Technology

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Table of Contents

Executive Summary 3

Background 4

Performance Analysis 5

Purpose 5

Results, Objectives, Evaluation Criteria/Metrics 11

Interventions and Elements 12

Development Plan 13

Implementation Plan 17

Evaluation Plan 18

Conclusion 19

References 19

Reflections 20

Executive Summary

Give a brief summary of the entire document in one page or less. The C-suite executives may

read only this part of the document! Stress the benefits of approving the intervention.
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Background

Queen’s College is a governmental institution in Georgetown, Guyana that attracts the top

1% of students who write the National Grade Six Assessment Exam. Students generally

receive their reports at the end of each term but recently this has not been occurring. The

institution is understaffed, and many teachers must manage additional classes to address the

shortfall. Teachers are therefore experiencing higher levels of stress which have resulted in

decreased productivity in a variety of areas. One area is the distribution of reports at the end

of each school term. In recent years, reports have failed to be distributed to students in a

timely manner. Many subject teachers are unable to complete report cards for students at the

end of each academic term which then impacts the form teacher as well. As such, students

across all grade levels rarely receive their report cards on the last day of school. This

perennial problem is so dire that upper school students usually receive their report cards after

two terms would have passed.

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Performance Analysis

Purpose

Educators at Queen’s College do not complete students’ report cards on time for distribution

at the end of each respective academic term which consequently reflects the institution’s

inefficiency in the provision of a crucial service.

The expected outcome as a result of this project is for form teachers to be able to distribute

students’ report cards for a given academic term by the last day of said academic term.

Actual Performance/Current State

Only 25% of all report cards for grades 7-13 are distributed to students by the end of the

relevant term in the school term on account of teachers failing to complete them. As a result,

stakeholders such as students and parents are very much frustrated by this habitual

occurrence. Without the timely distribution of report cards, students do not have a concrete

idea on how well they would have performed.

Desired Performance

It is desirable that 100% of report cards are distributed to students from grades 7-13 by the

last day of the school term. Students report satisfaction in the timely manner in which their

end of term grades are communicated.

Performance Gap

There is a performance gap of 75% since the desired performance is for all report cards to be

distributed by the end of the relevant school term. As such, this performance gap provides an

opportunity to improve the efficiency of subject teachers/form teachers who are responsible

for ensuring that the cards get to students by the stipulated timeframe.
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The following table provides a summary of performance, gap and cause analyses, which were

undertaken for the project.

Performance
Desired Performance Actual Performance Gap Cause
Lack of data (scores)
from the subject teacher

Lack of documentation
outlining timelines for
completion of aspects of
100% of report cards Only 25% of all report the process
75% of report
are distributed to cards for grades 7-13 are
cards not Increased workload
students from grades 7- distributed to students by
distributed by Lack of consequences,
13 by the last day of the the end of the relevant
the end of term rewards, or incentives
school term term in the school year
Lack of resources
Lack of capacity by some
rehired teachers
Lack of knowledge or
skills
Lack of motivation

Organizational Analysis

After reviewing the longstanding documents/statements pertaining to the objectives and

policies of the organization, it is quite evident that catering to the students’ needs is of

paramount importance to the institution. However, what is less clear is the long-term vision

of how employees i.e. teachers contribute to the success of the students and the provision of

“quality education.” While there is mention of maintaining excellence in “academic,

technological, physical and social performances”, these all relate to the students and not the

teachers. When asked about the standards of performance and expectations that apply to

teachers, the principal directed me to the Ministry of Education’s Code of Conduct for

Teachers which the institution is guided by as a governmental school. However, that

document does not provide specifics as one would expect. For example, on the issue of

teachers completing report cards in a timely manner, the only code that could be relevant for
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such a responsibility is “keep all records accurate and up-to-date”. As such, there is no

mention of “in a timely manner” or anything that would indicate time restrictions.

Furthermore, even though strategies were identified by the principal and senior teachers as to

how the institution could improve in key areas, there is no action plan that delineates how

objectives are to be met. More so, based on feedback from teachers, there is no strategic plan

that is communicated to them. As such, the average teacher does not feel truly part of any

decision-making process or believes that their input is valued.

In summary, while current management and leadership support a change in the way the

organization conducts its business, there are no explicit organizational values that support the

change. As such, employees are not ably guided on their roles and responsibilities.

Environmental Analysis

As expertly expressed by Van Tiem et al. (2012), “Performance does not occur in a vacuum.

The performance improvement practitioner recognizes individual and organizational realities

when solving on-the-job performance problems.”

Organizational Environment

The external stakeholders of Queen’s College include the students who the school serves and

by extension their parents. Their satisfaction with the quality of education and services

delivered is most crucial to the success of the organization. Queen’s College has a robust

Parent-Teacher Association with parents making significant contributions to the management

of the school both in terms of their time and finances.

Based on a focus group interview conducted with students, it is apparent that they are not

pleased with the slothfulness that occurs regarding the distribution of their report cards at the

end of every academic term. The issue is most dire when one considers that for many
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students the problem has plagued them throughout their entire high school life as they

progress from one grade level to another.

Additionally, my conversations with parent representatives from the P.T.A highlights an

equally distressing outlook on the situation. Some parents have indicated that they have

raised their concerns with the school’s administration only to be told repeatedly that the issue

is being dealt with. Parents are given no reason as to why their children’s report cards are not

made available in a reasonable time. Such parents cannot help but make unfavorable

comparisons to other schools (where another child of theirs may be).

Internally, Heads of Departments, Level Supervisors, Subject Teachers, and Form Teachers

are the core stakeholders in the organization whose actions can either enhance or stymie

human performance. For example, report cards cannot be ready if subject teachers do not

mark coursework assessments and end of term examination scripts as soon as possible or if

level supervisors do not sign report cards and enter comments for every student in a timely

manner. More so, report cards would certainly not be ready if form teachers do not verify the

accuracy of the grades recorded by each subject teacher and address any discrepancies. As

such, the work of these stakeholders within the organization is crucial in the pursuit of

efficiency.

Work Environment

There are many factors in the work environment that influence how effectively and

efficiently employees perform their tasks. For example, from a technological standpoint,

subject teachers must have access to stable Wi-Fi and a technological device to enter scores

on online report sheets. More so, the physical report cards must be made available to them by

form teachers for the same grades to be entered once again. On the other hand, form teachers

must have access to the required information (all grades) before starting the verification
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process. This involves comparing the grades on the online sheets with what has been

manually recorded in the physical report cards. Only after all the grades have been supplied

by the subject teachers would the form teacher be able to verify the student’s average

percentage and calculate the class’ average percentage.

Furthermore, clear expectations and feedback is a factor that is critical in achieving desired

performance. Based on responses from both administrators and employees, no precise

deadline is given. Teachers are usually told to “finish the reports before the term is up”. As

such, if teachers do not set their own hard deadlines, they have no specific date to be guided

by. Also, timely feedback is rarely given. Those who do not complete the report cards by the

end of the school term may not receive a reminder or a warning on the days leading up to the

last day of the school term or even on the day the report cards are expected to be distributed.

More so, considering it is the last day of school, teachers are not usually contacted about any

delinquency until the start of the new school term.

Work

The fact that employees act in different capacities and are given varied responsibilities

determine whether optimal performance is achieved or not. Many teachers carry out duties as

form teacher, subject teacher, head of department and level supervisor simultaneously.

Moreover, many subject teachers teach across multiple grade levels and find themselves in

more than one subject department. If a teacher has a minimum of 6 classes to teach per school

year with approximately 30 students in each class, that would amount to 180 exam scripts to

be marked. With the required 3 coursework assessment pieces to be assigned per term for

every class being taught, the workload is understandably heavy. In many cases, teachers are

still marking coursework assignments when they are expected to focus solely on the marking

of end of term exam scripts.

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The physical workspace at Queen’s College is also not conducive for administrative work

that must be undertaken by teachers. There is just one large open space for over 50 teachers

to be housed in. As such, the staffroom can become very noisy with plenty of distractions.

More so, teachers who do not have their own personal computers or are unable to take them

to school are hampered by the lack of desktop computers available. Currently, the staffroom

only has two desktop computers.

Worker

From employment records possessed by the institution, it can be noted that the staff

composition is varied. There are teachers who are trained and untrained, new to the system

and veterans, and those with a degree and without a degree. Interestingly, there are 11

teachers who are rehired retirees. Many of these teachers do not possess 21st century

technological skills to aid in efficiency and are not always motivated to do the work.

Speaking of motivation, even young newly trained teachers lack motivation as a result of no

job incentive other than a paycheck at the end of the month.

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Intervention Design Plan

Results, Objectives, Evaluation Criteria/Metrics

State the performance goals and objectives for each intervention and element. Use definite,

observable, measurable terms. Align them with the desired results and match them to the

evaluation criteria, metrics, and methods that will be used to measure accomplishment. A

table format may be useful.

Elements Intervention Goal Objectives Evaluation

Criteria and
Metrics

1. Staffing Recruitment To improve 100% of the 25% of all

of teachers service report cards will student report
delivery to be distributed to cards are
ensure that students from distributed by
the grades 7-13 by the end of the
institution, the last day of school term.
parents and the school term.
students are
provided
with report
To hire 100%
cards at the
trained educators
end of each
that are
school term.
technologically
inclined.

Reduce the
workload of
class teachers
and subject
teachers.
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2. Education and To train all All staff will be Practical

Training teachers on familiar and assessments
how to use comfortable following the
technology to using technology training
insert grades to input, retrieve session to
on the and access data. ensure staff
software. have obtained
the skills
required to
use the
technology.

Interventio Evaluation
n Goal Objectives Criteria/Metrics
To ensure all frequently • Number of requests
asked questions are from teachers for
To provide answers collected and included. assistance reduced
to all frequently Provide questions and
Printed FAQ asked questions answers in a quick and easy • Number of teachers
Sheet which could hinder to use format which can completing reports on
report card save time. time increases
completion To have a yearly review to
ensure questions included
are applicable.

To provide a short To demonstrate a working

video tutorial, 5-15 example of a complex task
mins longs, or specific part of the
illustrating the process
Video Tutorial correct method to To maintain a consistent
complete a specific format
task or part of the
report completion To be easily accessible
process

Flow Diagram To provide a single To provide all the steps and

page high level flow the correct sequence for the
diagram showing all report completion process
the steps in the
To be on a single page
report completion
process To be easily accessible
To be easy to read and
follow
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To show steps where FAQs

and Video tutorials are
available

Interventions and Elements

Staffing

Recruitment of teachers

According to Loeb, Kalogrides, and Béteille (2012), hiring, assigning, and retaining excellent

teachers on an equal basis are still major issues in education. However, hiring 20 trained

teachers that are versatile in technology will not only reduce the workload and stress on class

teachers and subject teachers but more specifically all subject teachers will be able to

complete report cards at the end of each academic year. There will be an increase in

productivity since the school will have enough teachers to teach and meet the basic needs of

students without subject teachers in given areas. Stakeholders will be given constructive

feedback so as to know how the students are performing which will allow them to know the

strengths and weaknesses so as to know what to improve on. Feedback given at the right time

is most effective. The teachers will be trained through the Cyril Potter College of Education

then the Ministry of Education will select teachers who match the job requirements and

demands of the institution. The Teaching Service Commission will be responsible for hiring

teachers to fill the vacant positions by issuing a letter for payment to be made. The letters will

be issued so teachers can take the same to the Accounts Department so that they can be paid.

Further, the new appointed members are made familiar to the work and work environment

through the orientation programmes at the institution. This will be implemented immediately

after the appointees are placed at the institution as per the requirements given to the Ministry

of Education. This will be done in a two weeks period so that the newly appointed are trained

so that they gain in-depth knowledge of their functional areas. The management of the
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school will ensure that delivery is on schedule, upholding quality control, and assisting

personnel in overcoming obstacles or reprioritizing in the face of fresh issues.

The various work units in a concern will be evaluated on a regular basis in order to monitor

and assess teachers' achievements. Teachers will receive regular evaluations to help them

perform to their full potential.

Loeb, S., Kalogrides, D., & Béteille, T. (2012). Effective schools: Teacher hiring,

assignment, development, and retention. Education, 7(3), 269–304.

Training

The main focus of this intervention is the learners' report cards. This intervention

team will instruct and mentor less tech-savvy teachers as well as provide all teachers with the

knowledge and exposure to the tools they need to incorporate data creatively and using

readily available technology. Since the system needs to be improved, this training is an

important component of the intervention. This is anticipated to enhance procedures, making

documentation of grades produced simpler and quicker. It cannot be assumed that people

would understand the principles right away, especially retired instructors who have been

rehired, teachers who are hesitant to use technology, teachers who lack confidence and

teachers who are ill-equipped. Therefore, to guarantee that the individuals undergoing

training receive the awareness, coaching, information, and training required for successful

transformation, a customized strategy will be created. This will go into action right away as

the school receives the essential tools and equipment needed like tablets or computers with

internet connections that enable them access to student data to input the students' grades and

feedback. The responsibility for planning and executing the training will be in the

information technology department. It shouldn't take more than three days to do this. On the

basis of the preliminary evaluation, it will be decided whether training will be conducted in
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small groups or all at once with the staff. The evaluation showed that not all of the staff

members were competent at the same level, thus training will be in small groups. Finally, the

effectiveness of this intervention will be evaluated through the trainees' opportunities to apply

the knowledge and skills they have acquired to real-world scenarios.

Design Plan

Employee Development

Major Goal: 100% compliance in the completion of students’ end term/year report cards.

Intervention: Report System Training

Goal: To provide teachers with training on how to effectively and confidently use the
Electronic Report System

Objectives: To ensure that all teachers can:

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· access the website for the Report System

· create a marksheet for all classes they teach

· populate the marksheets with grades & comments

· share report with all parents via email

Intervention: Introduce the Role of a Report System Coordinator

Goal: To provide guidance throughout the Academic Year

Objectives:

· To ensure that all students enrolled in the school are listed on the Report System

· To ensure all students are in their respective classes

· To ensure that all new teachers trained to use the system and acquire passcode needed
to access the system at all times

· To ensure that clear instructions are written and distributed via memo to all teachers
on the deadlines for report preparation

Intervention: Teachers’ Job Description

Goal: To provide the teachers with a clear understanding of essential functions, skills,
knowledge, abilities and other characteristics needed for the job.

Objective: To give clarity to all teachers employed to the school on what is expected of them.

Development Plan

Include recommendations for developing in-house, purchasing, or customizing. Describe

tasks, responsibilities, finances and other resources, timelines, and so forth required for

developing the intervention package. Use project management tools such as Gantt charts or

spreadsheets to illustrate timelines, milestones, and so forth. Illustrations help stakeholders

see the process at a glance and can be used later to report progress to the stakeholders.

The development plan follows Spitzer’s five-step development process:

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• select the development team

• prepare the development plan

• develop and test the prototype

• revise the development plan as needed

• produce the final intervention materials

(Van Tiem et al., 2012)

The Development Team

Table … below identifies the members of the development team and corresponding roles

Development Team Member Role

Teaching Service Commission- Human
Resource Manager and Senior Recruitment
officer -Ministry of Education select and recruit teachers

clarify goals and objectives

Communicate with Administrators

of Q.C to ensure intervention is
aligned to goals and objectives.

Production of work manual

Appraise teachers

ensure that delivery is on schedule,

upholding quality control, and

assisting in overcoming obstacles

or reprioritizing in the face of fresh

Headteachers and admin staff issues.

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Manage, monitor and control the

implementation process ensuring
deliverables are completed on time
Project Manager and within budget
Design performance support tools
templates e.g., FAQ sheet, flow
Graphic Artist chart ensuring consistent branding
Develop video tutorial outlining
processes

Assist with the initiative by giving

technical support.

spearhead the selection, installation

and maintenance of systems used
to enter students’ information.
Information Technology Coordinator &
teachers
Assist in collation of necessary
Subject matter expert from the school data to produce job aids
Manage the implementation and
development process, serve as
resource persons for some tasks,
Peak Performance Posse communicate with all stakeholders

Prepare the Development Plan

Intervention Elements Owner(s) Cost Timeline Resources

Process of collecting
Printed FAQ the most frequently
Sheet asked questions Project
- used to Process of writing Manager,
provide clear answers for all Graphic
answers to the questions artist,
Printer, glossy
frequently Subject US
Process of designing 4 weeks card stock, ink,
asked questions matter expert $300
layout computer/laptop
by teachers at from school.
Process of printing the
Queen's Peak
FAQs
College in Performance
Process of keeping
concise, simple Posse
FAQs up to date
language.
Printer and supplies
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Intervention Elements Owner(s) Cost Timeline Resources

Process of identifying
complex task
Process of identifying Project
correct steps to Manager,
Video Tutorials -
complete task Information
provide short
Technology
video tutorials, 5- Process of designing
Coordinator
15 mins long, standard format for the
(ITC), subject
illustrating the videos
matter experts at US
correct method to Process of recording 4 weeks computer/laptop
the school, $0.00
complete a the videos
Person to collate
specific task or Process of uploading
all the
part of the report videos to easily
information
completion accessible location
from Peak
process Process of keeping Performance
videos up to date Posse
Person to collate
information

Intervention Elements Owner(s) Cost Timeline Resources

Process of
identifying steps in Project
Flowchart - used the process
Manager,
to provide a Process of Graphic
flowchart that documenting steps
artist,
can be used by Process of designing
subject Printer, ink, card
teachers as a the layout for the matter US $200 4 weeks stock,
reference for all flowchart
experts at computer/laptop
the steps in the Process of designing
the school,
report layout and printing Peak
completion the Flowchart Performance
process
Process of keeping Posse
flowcharts up to date

Development Plan
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Development Team Members Roles

Report System Coordinator Over the training of all teachers.

Issue passcode to teachers

Ensure system is open and accessible to

teachers when the need arise

I.T. Lab Technician Ensure computers in the school are working

Helps to load report system software on

teachers’ personal device

Report System Trainer Train all teachers on how to effectively use

the system

Principal/ VP Prepare the job description for all teachers

Peak Performance Posse Oversee the implementation process of the

intervention plan and communicate
effectively with the school leaders.

Intervention Elements Owner(s) Cost Timeline Resources

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Report -steps needed to R.S.T. $ 1000 2 Weeks Desk

Software download the Creator & USD Computer/Laptop
Training software Trainer
Tablet/Cellphone
-how to create
mark sheets WIFI
I.T. Lab
-mark attendance Tech

-inserting
grades/comments

-update
marksheets once
complete

Report -issues memo Principal/ Salary ongoing Computer,

System with regards to Chairman upgrade printer, ink
Coordinator training
cellphone
-provide
timelines for MOE (for
when different approval of
aspects of the position)
reports are due

-ensure all
teachers are
trained

I.T. Lab Computers in lab Principal/ Monthly ongoing Computer

Technician update to Chairman Salary
accommodate internet
software $500

MOE (for
approval of
position)

Job List all the Principal/VP Orientation Ink, computer,

Description requirements of a printer, typing
Sheet teacher and tasks Regional 1 day sheet, Education
to be done Officer/ Act Doc from
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Educational MOE
Officer

Timelin
Interventio Elements Owner(s) Cost e Resources
n

Recruiting Selecting Peak 2 weeks Computer, printer,

Teachers Teachers Performance $3,000,00 ink, stationery, paper,
Posse 0 GYD water,
telecommunications

Screening
Queen’s
College
Administrator
Orientation
s
and placement

Ministry of
Providing job
Education and
support
Teaching
materials
Service
Commission

Printing of
work manual
outlining staff
responsibilitie
s and
expectations
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Training Training and It Department $ Computers, tablets or

Teachers development 2,500,000 3 months smart device, internet,
GYD software, manuals,
printer, ink,
Peak
Stationery, food
Performance Performance
services, water, juice
evaluation Posse

Administrator
s of Queen’s
College

Develop and Test the Prototype

The Hale’s sustainability implementation model which focuses on sustainability by

institutionalizing new behaviours

• Governance

• Attention

• Measurement

• Self-regulation

and the Dublin I3 Model

Dublin I3 Change-focused implementation model p.537

• Inform or Awareness

• Involve or Engagement

• Integrate or Commitment
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An FAQ sheet will be produced as a sample for evaluation. The FAQ sheet will be tested by a

sample of teachers from each department within Queen’s College to gather feedback on its

readability and relevance.

During the Christmas Term of 2022, the developers want to conduct a test experiment

with the fourth form classes. By the end of the academic term, all fourth form student records

will have been entered into the program. According to Rouse (2013), the pilot project's goals

are to evaluate the program's logistics, demonstrate its worth, and identify any potential

flaws.

Formative assessments will be performed throughout the pilot project to gauge the program's

efficacy and efficiency. It might also be a good idea to ask the participants about the

technology's usability and how they feel about the system for adding grades and comments.

Focus groups, interviews, and the distribution of questionnaires can all be used for this.

Summative assessments will be performed after this testing period to gauge the overall

effectiveness of the software used to input students' academic data.

The training's capacity to satisfy learning objectives will also be closely examined. The

project will be piloted using the Senior Recruitment officer and the Administrative staff.

After taking part in training that makes use of instructional techniques that walk employees

through the steps of performing tasks related to their jobs in detail; the IT department will

conduct training and incorporate user manuals via direct instruction. Additionally, simulation

will be utilized to show how the functions of the electronic system are related to the tasks to

be performed on the job in order to enable the transfer of skills from the workshop to the

workplace. The interventions given to the teachers will be revised in light of feedback from

the training's piloting.

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At Queen's College, managing and implementing change is based on Hale's sustainability

implementation model, which emphasizes sustainability by institutionalizing new behaviours,

and the Dublin I3 Changed Focus Model. The document's implementation provides more

information on how this strategy will be put into practice. The intervention was evaluated

before it was implemented using the performance tool (see Appendix ) 22.2 on pages 564-

565 of Van Tiem et al(2012) . Finally, after the system has been procured and customized,

the system will be tested to see if it can carry out all the tasks required for storing, recording,

and retrieving academic data.

Revise the Development Plan as Needed

Based upon feedback from the previous step, the development plan will adjust based on

feedback from relevant stakeholders.

Produce the Final Intervention Materials

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Implementation Plan

Describe tasks, responsibilities, finances and other resources, timelines, and so forth required

for implementing the intervention package. Use project management tools and illustrations

(see number 5).

According to Van Tiem et. al (2012) change pervades the intervention implementation phase

and as such planning must occur for introducing the initiative, consolidating and supporting

the change effort, and minimizing resistance. It is therefore necessary to gain buy-in. The

Dublin I3 change-focused implementation model was selected as it is easy to adapt and use

during the implementation and maintenance phase of the Performance Improvement/HPT

Model (Van Tiem et al., 2012).

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Additionally, Peak Performance Posse wishes to ensure that changes within the organization

are sustainable hence the Hale’s sustainability model shown in Figure … below was chosen

to work alongside the Dublin I3 model.

Evaluation Plan

Describe tasks, responsibilities, finances and other resources, timelines, and so forth for

evaluating the intervention package at the formative, summative, confirmative, and/or meta

level. Use project management tools and illustrations (see number 5).

Brinkerhoff Success Case Model

https://kodosurvey.com/blog/brinkerhoff-model-101-methodology-and-goals
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Conclusion

Summarize the design document and ask for action. This section may include the directions

for how to provide feedback and approve the design document or ask for revisions.

References
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